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GLASGOW CALEDONIAN UNIVERSITY
CALEDONIAN BUSINESS SCHOOL
DIVISION OF MANAGEMENT
MANAGING CHANGE: LEARNING LESSONS FROM THE
TRANSFORMATION OF THE UK MINISTRY OF DEFENCE
TECHNICAL ENABLING SERVICES.
MICHAEL FINLAY MITCHELL
FOR MASTERS IN BUSINESS ADMINISTRATION
(2007)
This dissertation is my own original work and has not been submitted
elsewhere in fulfilment of the requirements of this or another award.
Signed………………………………………………………………………………
i
ABSTRACT
On the 1st April 2005 and as part of the United Kingdom (UK), Ministry of Defence
(MOD) Defence Acquisition Change Program (DACP) a department known as the
Technical Enabling Services (TES) was formed with dual accountability to the
Defence Procurement Agency (DPA) and the Defence Logisitics Organisation (DLO).
This dissertation examines the change environment of the MOD and in particular the
drivers for change. The research undertaken in support of this dissertation presents
a critical review of a range of academic literature on the management of change.
The review of literature was achieved by firstly establishing some definitions of
change, followed by identification of frameworks and models for change (Lewin;
Kotter; Fernandez & Rainey; Shaw; Beer & Nohria; McKinsey; Bridges), approaches
to managing change or styles (Goleman; Dunphy & Stace; Balogun & Hope-Hailey;
Kubler-Ross; Satir; Weinberg; Whetten & Cameron) and finally in the literature review
by exploring the possibility of common themes. Use was also made of other
available secondary data including internal management reports (Gershon; McKane),
journals, books and the observations of the author through his direct involvement in
the TES change program, to help inform conclusions.
A detailed primary research questionnaire was undertaken in support of this
dissertation (quantitative and qualitative) which identified the existence of three
ii
common themes, which were also observed during the review of literature
(Leadership, Culture and Communications).
The primary research revealed that there had been a lack of acceptance for the
changes in TES by staff, and in some cases, management. It also revealed that
there had been little in the way of cultural analysis carried out prior to changes being
implemented. This resulted in a fit for purpose organisation with a diverse range of
ideals and varying levels of understanding on the purpose of the new organisation.
The primary research provided some evidence to support the assertions made in the
literature review and the analysis of secondary data.
The dissertation concludes with the possibility of developing a maturity model for
testing ‘readiness for change’. The model is offered as an opportunity for further
research by the author and/or the MOD as a whole.
iii
Page
LIST OF TABLES vi
LIST OF FIGURES vii
ACKNOWLEDGEMENTS viii
CHAPTER 1: INTRODUCTION TO RESEARCH
1.1 Background to Dissertation 1
1.2 Aim of Dissertation 1
1.3 Dissertation Objectives 1
1.4 Chapter Summary 3
CHAPTER 2: DISSERTATION CONTEXT
2.1 Role of the UK Government 4
2.2 Contextualising the UK Ministry of Defence environment 5
2.3 Public Sector Drivers for Change 9
CHAPTER 3: LITERATURE REVIEW
3.1 Introduction to Literature Review 14
3.2 Definitions of Change 14
3.3 Frameworks for Change 18
3.3.1 Lewin 18
3.3.2 Kotter 20
3.3.3 Fernandez and Rainey 25
3.3.4 Shaw 26
3.3.5 Beer and Nohria 28
3.3.6 McKinsey 7S Framework 29
3.3.7 Bridges transition model 31
3.4 Styles of Managing Change 34
3.4.1 Goleman 35
3.4.2 Dunphy and Stace 36
iv
Page
3.4.3 Balogun & Hope Hailey 38
3.4.4 Cognitive Change – Kubler-Ross; Satir; Weinberg 41
3.4.5 Whetten & Cameron 44
3.5 Common Themes of Change Literature 46
3.5.1 Leadership 46
3.5.2 Culture 49
3.5.3 Communication 54
CHAPTER 4: RESEARCH DESIGN AND METHODS
4.1 Research Methodology 56
4.1.1 Qualitative Research 56
4.1.2 Quantitative Research 56
4.2 Approach adopted for Research Project 57
4.3 Data Collection methods 57
4.3.1 Primary Data 57
4.3.2 Secondary Data 58
4.3.3 Questionnaire Design and Distribution 58
4.4 Hypotheses 60
4.5 Research Conclusions 60
CHAPTER 5: PRESENTATION AND ANALYSIS OF DATA
5.1 Abstract of Primary Questionnaire data 62
5.2 Detailed Discussion on Responses to Questionnaire 62
5.2.1 Question 1 Analysis 62
5.2.2 Question 2 Analysis 64
5.2.3 Question 3 Analysis 65
5.2.4 Question 4 Analysis 66
5.2.5 Question 5 Analysis 67
5.2.6 Question 6 Analysis 69
v
Page
5.2.7 Question 7 Analysis 70
5.2.8 Question 8 Analysis 71
5.2.9 Question 9 Analysis 74
5.2.10 Question 10 Analysis 75
5.2.11 Question 11 Analysis 76
5.2.12 Question 12 Analysis 77
5.2.13 Question 13 Analysis 79
5.2.14 Question 14 Analysis 81
5.3 Interviews and Observations 84
5.4 Summary of Findings 85
CHAPTER 6: CONCLUSIONS OF RESEARCH
6.1 Benefits of the dissertation 86
6.2 Future Potential 87
6.3 Implications 89
6.4 TES Challenges 89
6.5 Reflection 90
CHAPTER 7: REFERENCE SECTION
7.1 References 92
7.2 Bibliography 99
7.3 Glossary 101
ANNEX A: PRIMARY DATA – MASTER QUESTIONNAIRE 102
vi
List of Tables Page
Table 1 Kotter (1996) and Fernandez/Rainey (2006): Comparison 25
Table 2 Goleman (2000): Six Leadership Styles 35
Table 3 Dunphy & Stace (1995): A Discussion of Different Styles 37
Table 4 Bennis (1994): Managers and Leaders 47
Table 5 Reflection on dissertation aims 91
vii
List of Figures Page
Fig 1 Organisation and structure of the UK MOD (Jan 2007) 6
Fig 2 UK MOD Manpower profile 2005/6 7
Fig 3 Defence Drivers for Change 13
Fig 4 Kotter (1996): Eight Step Model – Leading Change 20
Fig 5 The Relationship of Vision, Strategies, Plans and Budgets 23
Fig 6 McKinsey (1980) 7S Framework 30
Fig 7 Bridge’s Transition Model (1991) 31
Fig 8 Balogun & Hope-Hailey (2004): Types of Change 39
Fig 9 Satir et al. (1991): Change Curve 42
Fig 10 Weinberg (1997): Critical points in the change process 43
Fig 11 Relationships among factors in a climate of positivity 44
Fig 12 Johnson & Scholes (2005): The Cultural Web 50
Fig 13 Draft maturity model for assessing ‘readiness for change’ 88
viii
Acknowledgements
A big thank you to my tutor Angela Sutherland, Lecturer in Strategic Management,
Strategy, Operations & Leadership at Glasgow Caledonian University for continued
support and ‘frequent’ re-alignment throughout this dissertation.
A special thank you to my wife Carol, son Cameron and our new addition Cillian who
thought it best to arrive into the world in the middle of my studies.
Thanks also to Jim Donnelly (a TES colleague) for peer review and for challenging
everything at least once (or twice).
CHAPTER ONE
1
CHAPTER 1: INTRODUCTION TO RESEARCH
1.1 BACKGROUND TO DISSERTATION The following research project has been undertaken against the backdrop of huge
change in the public sector and in particular the UK MOD. The project and its
outcomes will be used by the author to improve his understanding of how change
might be managed and in so doing add value to the work being undertaken in the
MOD department of TES. TES faces a number of challenges now and in the future.
It is hoped that through a study of the available academic literature a clearer
understanding might emerge. The author also hopes that the project will provide an
opportunity to get better visibility of his work and provide him with the opportunity to
influence current and future thinking in departmental change.
1.2 AIM OF DISSERTATION
The aim of this dissertation is to “Examine the existing Change Processes in the UK
MOD, in particular the TES division, and propose if applicable a framework for
improving the approach.”
1.3 DISSERTATION OBJECTIVES
To achieve the overall aim of the dissertation a number of supporting objectives have
been set;
• Achieve an understanding of the academic theory regarding change and
establish whether common themes exist in academia.
CHAPTER ONE
2
• To provide an insight into the environment of the UK MOD and in particular the
TES Change Programme.
• To understand the related management issues encountered in Change
programmes and their applicability.
• To evaluate the opinion of a sample of the TES Staff, in particular their
perception of the relative success of the Change programme to date.
• If applicable, to propose a framework that enhances future change
programmes in TES and the UK MOD.
CHAPTER ONE
3
1.4 CHAPTER SUMMARY
The dissertation Chapters are summarised as follows;
CHAPTER 1
Describes the background, aim and supporting objectives of the Dissertation.
CHAPTER 2
Describes the specific context of the Public Sector and the UK MOD, in particular the
drivers for change.
CHAPTER 3
Provides a review of the past and current academic literature relating to change
management.
CHAPTER 4
Describes various research methodologies and the reasons for the chosen method in
this project.
CHAPTER 5
Provides an analysis of the primary research and detailed comment on the findings.
CHAPTER 6
Discusses the opportunities emerging from the research as well as a reflection on the
dissertation.
CHAPTER 7
Comprehensive list of references and acronyms used in the dissertation.
CHAPTER TWO
4
CHAPTER 2: DISSERTATION CONTEXT 2.1 ROLE OF THE UK GOVERNMENT
The main role of government departments and their constituent parts is to implement
policy and to advise ministers. They are staffed by politically impartial civil servants
and generally receive their funding from money provided by the Treasury. They often
work alongside local authorities, non-departmental public bodies, and other
government-sponsored organisations.
The structure and functions of departments are sometimes re-organized if there are
major changes in government policy. A change of government, however, does not
necessarily affect the functions of departments. The work of some departments (e.g.,
the MOD) covers the UK as a whole. Other departments, such as the Department for
Work and Pensions, cover England, Wales and Scotland, but not Northern Ireland.
Others again, such as the Department for Education and Skills, are mainly concerned
with affairs in England and Wales.
Most departments are headed by ministers. However, some are non-ministerial
departments headed by a permanent office holder and ministers with other duties are
accountable for them to Parliament. For example, the Secretary of State for
Education and Skills accounts to Parliament for the work of the Office for Standards
in Education (OFSTED). OFSTED is headed by HM Chief Inspector of Schools in
England, who is largely independent of the Secretary of State.
CHAPTER TWO
5
A non-departmental public body (NDPB) is a national or regional public body, working
independently of ministers to whom they are accountable.
2.2 CONTEXTUALISING THE UK MINISTRY OF DEFENCE ENVIRONMENT
The MOD is the government department responsible for formulation and execution of
defence policy. It is responsible for the operational and administrative control of the
armed forces and for the procurement of its equipment. The structure of the higher
organisation of the MOD is shown in Figure 1. The department is headed by the
Secretary of State for Defence, who chairs the Defence Council, the legal authority
for controlling the armed forces. The Defence council consists of elected politicians,
the two heads of the official structure of the Ministry and seven senior service officers
and civil servants. The Secretary of State with his four ministerial colleagues, two
Ministers and two Parliamentary under Secretaries are the elected politicians of the
council. The Secretary of State answers to Parliament for the actions of the Ministry
and the armed forces, and is a member of the cabinet chaired by the Prime Minister.
CHAPTER TWO
6
Figure 1 – Organisation and structure of the UK MOD (Jan 2007)
The highest military post within the MOD is the Chief of the Defence Staff (CDS).
This position is filled by a senior officer from each of the three services on a rotational
basis. CDS is the professional head of the Armed Forces and is the principal military
advisor to the Secretary of State. Alongside him sits the top civil servant known as
the Permanent Secretary (PUS). His areas of responsibility are finance, planning and
administration of the MOD. CDS and PUS each have a deputy; the Vice-Chief of the
Defence Staff (VCDS) and 2nd PUS. Together VCDS and 2nd PUS are the joint
heads of the Central Staff, the heart of the Ministry of Defence planning and policy
departments. A number of other defence-related departments and agencies are also
controlled by the MOD. These include Logistics, Procurement and Intelligence. These
organisations have members of all three armed forces working alongside each other
CHAPTER TWO
7
and are often referred to as 'Tri-Service' departments. Within the MOD, each of the
three Services has a permanent Chief of Staff. Figure 1 (Organisation and structure
of the UK MOD) was accurate until 02 Apr 07 when the Logistics and Procurement
wings (highlighted in dashed box) of the MOD merged to create a Chief of Defence
Materiel (CDM) and Defence Equipment and Support department (DE&S). There
are several boards and committees within the MOD which formulate the many
aspects of defence policy. The highest of these is the Defence Council, chaired by
the Secretary of State. The Council consists of the four ministerial posts detailed
above and ten senior civilian and military officials.
UK MOD accounts show that at the close of 2005/6 the MOD employed over 325k
people and spent over £29 billion annually (MOD Departmental Plan 2005-2009).
Tri-Service Volunteers3637011%
Civil Servants103930
32%
Royal Navy & Marines3707011%
Royal Air Force4530014%
Army102720
32%
Figure 2 – UK MOD Manpower profile 2005/6
CHAPTER TWO
8
About 43% or £16 billion (DE&S in brief, April 2007) of defence expenditure is
expected to be spent on equipment and service procurement in 2007/8. The staff
and budget are being progressively reduced due to the ending of the cold war and
more recently political concerns over public expenditure.
Until 1964 there were five departments of state doing what the unified MOD does
now. The present MOD, the Department, was formed by the amalgamation in 1964
of the old MOD, the Admiralty, the War Office and the Air Ministry, and the inclusion
in 1971 of the Ministry of Aviation Supply. In 1973, the operations of the Atomic
Weapons Establishment were transferred from the UK Atomic Energy Authority to the
MOD. The MOD can seem complex and confusing to the uninitiated, which is in part
due to the variety of tasks it undertakes and also its origins.
The organisation of TES was being formed by merging technical support groups from
two different areas of the MOD; the Defence Logistics Organisation (DLO) and the
Defence Procurement Agency (DPA). Both groups are involved in the delivery of
high value Equipment (Sub-system of a platform) and Platform (e.g. Merlin
Helicopter; Challenger tank) projects (known as Integrated Project Teams (IPTs)).
The DPA are concerned with the procurement of the project or equipment before
going into service and the DLO are concerned with the maintenance of it once in
service (in simple terms procurement and support).
CHAPTER TWO
9
2.3 PUBLIC SECTOR DRIVERS FOR CHANGE
Since the late 1970s and the Thatcher government, public sector reformists have
been attempting to move public services from their traditional bureaucratic,
hierarchical stability to a more dynamic, fluid and flexible customer-orientated
organisation (Driscoll & Morris, 2001). The UK civil service fits Handy’s (1985) “role
culture” characterised by strong functional areas, high formalisation and
standardisation, activities governed by procedures, rules and regulations combined
with jobs allocated to posts with commensurate authority and positional power.
Attempted reforms have been based on the assumptions that the public sector was
too large, unresponsive to change, administration should be replaced by
management and that the private sector is superior to the public and thus should
provide the model for improvement. Gray and Jenkins (2000) consider that the
Labour government has continued on a broadly similar course. The main aim was a
culture shift away from rigid bureaucracy and an adoption of the commercial goals of
consumer focus and greater accountability, regulation and efficiency (Driscoll &
Morris, 2001). The most visible use of commercial management techniques is the
rise of New Public Management (Ferlie, 1996). This was expected to change the
public sector mentality, introducing customer focus, output management and a more
proactive management approach (Donnelly, 2005).
The current main driver for change in public sector organisations is the “Independent
review of Public Sector Efficiency” study carried out by Sir Peter Gershon in 2004.
CHAPTER TWO
10
In addition to the Gershon (2004) report the UK MOD is further incentivised by the
UK Defence Industrial Strategy (DIS) of 2005 which seeks to provide a clear
understanding of the impact of MOD procurement strategy on industry’s capability, at
both supplier and sector levels, current and future. Gershon (2004) characterised
efficiency in the Public Sector as “…making the best use of the resources available
for the provision of public services”. He further identified a range of efficiencies that
were necessary in order to release resources to the front line. These are
summarised below and are the foundations for much of the public sector reform that
is in progress today.
Gershon efficiency foundations:
• Reduced number of available resource (e.g. people or assets), whilst
maintaining the same level of service provision
• Reduced cost for the resources needed to provide public services; or
• Additional outputs such as improved quality or increased levels of service, for
the same or less input
• Increased economy of scale termed as ‘allocative efficiency’
The DIS follows and enforces Defence Policy and its stated need to provide the
armed forces with the equipment which they require, on time, and at best value for
money to the taxpayer. The DIS will have a significant bearing on how the MOD
conducts its business. It is intended that the DIS will provide a clear understanding of
the impact of procurement strategies on industry's capability, at both supplier and
CHAPTER TWO
11
sector levels, current and future. It will improve links with industry in an attempt to
shape medium and long term strategic decisions and to create partnering
agreements. The DIS makes the following assertion to underline what changes need
to take place in the MOD procurement cycle:
“We must be able to respond to the rapidly changing strategic and operational
environment by adapting current and future capabilities exploiting the
opportunities offered by technology innovation. We must remain alive to
developments in the commercial market, particularly in the fields of information
and communication technologies that are evolving at a pace that can outstrip
the ability of our procurement processes to respond.” (DIS 2005:C1.25)
These arrangements will be aimed at demonstrating best value for money for
defence, with competitive tendering being used only where it is appropriate. In
simple terms it was stated that for every pound spent in the procurement and
maintenance of defence capability the front line (armed forces) were denied a pound.
Rt. Hon. John Reid Minister for Defence 2005-2006 made the following comments
regarding the DIS
“We need to be assured that we can procure from a sustainable industrial
base, which retains within the UK those industrial capabilities (including
infrastructure, skills, intellectual property and capacity) that are required,
CHAPTER TWO
12
from a national security perspective, to ensure our appropriate sovereignty.”
(John Reid, Minister for Defence, 2005)
As is the case in many large organisations, staff working within the MOD are familiar
with change. The MOD believes that change is necessary if it is to ensure that it
continues to meet both its customer and stakeholder expectations. In responding to
the need to deliver equipment and services more effectively and efficiently, teams are
considering and implementing revised and improved processes and services. This
encourages new ways of thinking, and in some cases provides the opportunity of
reviewing and amending relationships with both industry suppliers and front-line
customers.
Many of the drivers for the changes within Defence simultaneously affect different
areas of business. This relationship is illustrated in Figure 3 having been adapted
from the Office of Government Commerce (OGC), Managing Successful
Programmes (2004) paper.
CHAPTER TWO
13
Figure 3 - Defence Drivers for Change
CHAPTER THREE
14
CHAPTER 3: LITERATURE REVIEW
3.1 INTRODUCTION TO LITERATURE REVIEW
The range of literature attributable to Change is both large and diverse with ideas and
theories that stretch back two thousand years. Charles Darwin the British naturalist
(1809-1882) made the following well known statement in his ‘Origin of the species.’
“It is not the strongest of the species which survive, nor the most intelligent,
but the one most responsive to change.” Charles Darwin (1859)
The following literature review attempts to establish renowned and seminal research
and theory to identify and discuss where overlap or argument exists. In the final
section of the literature review the idea of common themes and frameworks deemed
pertinent to managing change in the MOD will be explored.
3.2 DEFINITIONS OF CHANGE
The term ‘Change Management’ can take many forms and cover many change
environments. The most common usage of the term refers to “organisational change
management”. Examples of organisation-wide change might include a change in
mission, restructuring operations, new technologies, mergers and major
collaborations (Burnes, 1996; Cameron & Quinn, 1999; Kotter, 1996).
Goodman (1984) tells us that “Change is the alteration from one state to another.” It
is generally accepted that the pace of change has increased. Kotter (1996) cites two
major drivers for this; faster communication over a wider network and increased
CHAPTER THREE
15
international trade, sometimes referred to as globalisation. Two distinct types of
change process are recognised, transactional change and transformational change.
Transactional change is typically incremental, gradually altering skills, routines and
beliefs whilst leaving some factors constant. Transformational change is a more
fundamental change in the culture or paradigm of the organisation. The drivers for,
outcomes, of and leadership required for these two types are markedly different.
The gradual, evolutionary nature of transactional change means that there are no
step changes in processes, expectations or organisational change. This type of
change is relatively easy to effect and can normally be managed rather than led.
Transformational change however is totally different. The magnitude of change and
consequent disruption to professional and even personnel lives make it a
monumentous event, particularly for the more conservative employee, typified by the
following sentiment, “The whirlwind of change is taking us into a situation of extreme
uncertainty. We are no longer fat and flabby.” CLINTEC CREATE (1996).
Sixel (1995) tells us that “…downsizing became popular in the 90s to replace layoffs,
but then people started thinking downsizing was too negative”. From that he says,
'rightsizing’ was born. Additionally, new programs such as Total Quality
Management (TQM) or Business Process Re-engineering (BPR) made famous by
Hammer and Champy (1993) were also born.
Heller (1997) describes successful organisational change as “…to create so thriving
and developing an organic activity that organisations can provide excellent well paid
CHAPTER THREE
16
work for all.” This is perhaps an aspirational statement, but is useful if only to
demonstrate the energy that might be required if an organisation is serious about
change.
Johnson & Scholes (2004) argue that frameworks for change management are useful
only when change agents or those involved are energized.
“Organisations have realized that all the structures in the world are of no use if
the people implementing them are not convinced of their necessity” (Johnson &
Scholes, 2004)
Johnson & Scholes (2004) perhaps illustrate not so much the importance of process
in change management but more the need for a commitment and drive in a change
team.
Clemmer (1995) lends support to that view when he talks of change management
“It [change] can’t be managed….it can be ignored, resisted, responded to,
capitalized upon and created. But it can’t be managed and made to march to
some orderly step-by-step process…whether we become change victims or
victors depends on our readiness for it.” (Clemmer, 1995)
Change management is also defined in terms of a process and in particular Recardo
(1995) states that “it [Change Management] is the process an organisation uses to
design, implement and evaluate appropriate initiatives to deal with demands placed
upon them by the external environment”. .” This definition and argument offered by
CHAPTER THREE
17
Recardo (1995) sits neatly with the current mobilisation in the Public Sector and in
particular the MOD, where the fallout from Gershon’s (2004) report on Modernising
Government has meant that change is not so much a possibility as an inevitability.
The view offered by King Whitney Jr (1967). suggests the importance of the
psychological factors associated with Organisational Change and how belief might
create a better environment for change
“Change has a considerable psychological impact on the human mind. To the
fearful it is threatening because it means that things may get worse. To the
hopeful it is encouraging because things may get better. To the confident it is
inspiring because the challenge exists to make things better.” (King Whitney Jnr,
1967)
When it comes to organisational change management, change agents need to
ensure that the change fits the needs of the organisation (Ackerman, 1982); they
also should be prepared for people who are revolutionary to the change and may
resist it and often will try to sabotage it (Dunford, 1992). Indeed, the forces for
maintaining the status quo in most organisations are so strong that some change
leaders will plan for a quick and dramatic effort rather than undertake an
incremental approach which may place change in the hands of those employees
who have a vested interest in leaving existing power relationships unchanged
(Paterson, 1983).
CHAPTER THREE
18
3.3 FRAMEWORKS FOR CHANGE
Frameworks or theories can help provide stability and order when faced with change.
Managers use frameworks to clarify complex situations, allowing the simple and
prompt identification of exceptions and thus early planning to manage them
effectively. Where a manager is not using a framework it could be said that the
framing of an exception becomes more difficult. The absence of a framework will
increase the level of difficulty associated with putting an exception in the context of
the change project/program. Questions such as ‘…what does this mean for the
project’ are more likely to arise.
3.3.1 LEWIN
Lewin (1946) offered a planned approach to change and proposed that there were
three stages to effecting change within an organisation. The first of these stages
describes the unfreezing of an organisation followed by movement or moving to a
desired future state with the inevitable next step of refreezing. Lewin’s (1946) model,
and in particular the wider notion of planned change, has attracted a degree of
criticism in the last two decades. (Dawson, 1994; Hatch, 1997; Kanter et al.., 1992)
Lewin (1946) makes the assumption in his first step that organisations operate in a
state of equilibrium and thus can be interrupted at any time to alter direction. This is
argued against by the movement who support the notion of Processual Change
(Buchanan and Storey, 1997; Burnes, 2004; Kanter et al..,1992; Pettigrew 1997)
which has many influences including culture, leadership and politics.
CHAPTER THREE
19
It has been further said (Burnes, 2004) that it lacked depth and had limited
applicability for small scale projects only. There are those however that despite the
linear nature of the 3 step process, argue its ongoing credibility, in particular Hendry
(1996)
“Scratch any account of creating and managing change and the idea that
change is a three-stage process which necessarily begins with a process of
unfreezing, will not be far below the surface.”
Edgar Schein (1996) who was himself a notable figure in the field of Change
commented favourably on the work of Lewin (1946):
“There is little question that the intellectual father of contemporary theories of
applied behavioural science, action research and planned change is Kurt
Lewin. His seminal work on leadership style and the experiments in planned
change which took place in World War II in an effort to alter consumer
behaviour launched a whole generation of research in group dynamics and the
implementation of change programs.”
Conclusion: There has been much criticism of Lewin’s work, as well as praise in the
last 60 years. The three step approach to change he suggests has given rise to
numerous bodies of further work in both psychology and organisational change. The
CHAPTER THREE
20
model may not suit the dynamic nature of today’s organisational environment, but it
provides the basis for further research.
3.3.2 KOTTER
To try to explain why change management might be different in the public sector and
in particular the UK MOD it is useful to apply Kotter’s Eight step process (Figure 4) to
public departments.
Figure 4 – Kotter (1996): Eight Step Model – Leading Change.
Sense of urgency – In the private sector this can be generated by one or more of
the following;
• significant loss of market share
• falling profits
• threat of impending bankruptcy
• job losses
The MOD is unlikely to go out of business and the drivers can normally be attributed
to influences that are external to the department, such as government policy.
Therefore, in most public sector examples a sense of urgency as is suggested by
CHAPTER THREE
21
Kotter (1996) is never quite established. This can and invariably does lead to a lack
of staff connection and/or affiliation to the change. Tomkins (1987) suggests using
greater efficiency as the driver, clearly stating how efficiency and improvements will
be assessed. Techniques such as managing by objectives and performance
measurement are examples.
Creating the guiding coalition – This can be difficult in the public sector and in
particular in the MOD due to the complexity of the organisation, the accountability to
multiple stakeholders and the lack of empowerment and autonomy given to the
leader. Although the leader may control his budget and staff, he remains
accountable to government, under scrutiny by the National Audit Office, the media
and the general public. The level of interconnection between departments increases
the number of stakeholders.
Communicate vision and strategy – As a result of the size and complexity of public
sector organisations, generation of an accurate achievable vision is difficult. The
following vision statement is offered as an exhibit:
“By 2010 I want Cleveland Police to be at the forefront of modern policing, driving
forward problem solving police work, through close co-operation with our partners,
in response to the real needs of the communities we serve. This will be achieved
by investing in and supporting our staff, giving them the skills and equipment they
need to deliver the professionalism that the public deserves.” Sean Price, Chief
Constable, Cleveland police force (2006).
CHAPTER THREE
22
The statement does not make clear how the vision might be achieved given that its
success will be partly based on the government’s willingness to sink treasury funds
into it. This could render the statement unachievable and perhaps not particularly
memorable to those [the organisation] who must identify with it.
“The complexities of developing and implementing healthcare strategies are
obvious”. Without a clear vision detailing everyone’s end state, individuals often
cannot see ‘What is in it for me.’ (The European Information Society (EURIM), 2002)
EURIM also cites “lack of top management and commitment” as a top five reason for
public sector project failure. The word vision can sometimes communicate a
grandness or mysticism that is rarely borne out, a simple example might be “...it looks
like it is going to rain heavily, let’s take shelter in the house.” Kotter (1996) tells us
that “….in successful transformation a vision is but one element in a larger system”.
To illustrate this fact Kotter (1996) offers a model for the relationship between Vision,
Strategies, Plans and Budgets which is illustrated in Figure 5. The model attempts to
illustrate the difference between creating the vision and delivering or managing its
achievement.
CHAPTER THREE
23
Figure 5 – The Relationship of Vision, Strategies, Plans and Budgets
Empowering Employees –The very bureaucracy of the public sector prevents any
real level of empowerment. Responsibilities and levels of authorisation are relatively
fixed and people in most positions have clearly delineated power and authority.
Arguably this is necessary to ensure standard provision of services across the
department. It is however undoubtedly a barrier to swift and agile change.
Short Term Wins – Again difficult to achieve due primarily to a difficulty in measuring
public sector performance and the inability to set realistic, balanced targets. The
British Medical Association (2002) complained that “…doctors cannot be expected to
deliver a ‘sausage-factory’ service based on productivity targets.”
LEADERSHIP CREATES MANAGEMENT CREATES
VISION
STRATEGIES
PLANS
BUDGETS
A sensible and appealing picture of the future A logic for how the vision can be achieved Specific steps and timetables to implement the strategies Plans converted into financial projections and goals
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Consolidating the Gains – Long reaction times make it difficult to identify change
benefits. The consolidation phase is also unattractive to politicians and managers as
it is unlikely to generate good headlines and publicity.
Anchor New Approaches – Much of the public sector has a deep rooted, fairly
conservative culture which is particularly difficult to change, identified by Kelly and
Amburgey (1991) as “organisational inertia.” There is often much personal
resistance to change, which continues throughout the program.
Kotter’s eight step model is one that appeals to many managers (Cameron & Green,
2004). Where there may be a problem with the model is in its promotion of early
enthusiasm and energy. The “Sense of urgency” and “….powerful guiding coalition”
that is followed by delegation of work, with a clear gap between ‘strategists’ and
‘staff’. The eight steps do not appear to emphasize the need for strategist (senior
managers) to follow through with the same vigour as is placed on steps one & two.
The use of words such as ‘consolidate’, ‘plan’ and ‘institutionalize’ seem to suggest
that these steps may be rather more straightforward or easy to accomplish, and, can
be achieved by individuals further down the management chain.
Conclusion: Kotter has identified a range of steps which suggest that their
implementation in parallel with a change program would be an additive. The problem
with Kotter’s steps is that they appear to suggest universal applicability, whereas
others suggest that the environment (e.g. public sector, private sector, not for profit,
etc…) will dictate the approach (or framework) required.
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3.3.3 FERNANDEZ AND RAINEY
Fernandez and Rainey (2006) have developed a set of eight factors specific to Public
Sector change which although similar in nature to Kotter (1996) have a distinctly
different emphasis, in that they suggest benefit can be obtained (in isolation) from
each factor as an additive to change. Kotter (1996) suggests that the eight step
model is a linear and progressively additive process. Table 1 below sets out the
eight steps and factors side by side.
Kotter (1996) steps Fernandez & Rainey (2006) factors
Establish a sense of urgency Ensure the need
Create a guiding coalition Provide a plan
Develop a vision and strategy Build internal support for change and
overcome resistance
Communicate the change vision Ensure top management support and
commitment
Empower employees for broad based
action
Build external support
Generate short term wins Provide resources
Consolidate gains and produce more
change
Institutionalize the change
Anchor new approaches in the culture Pursue comprehensive change
Table 1 – Kotter (1996) and Fernandez/Rainey (2006) Comparison
Both of the sets of steps/factors suggested by Kotter (1995; 1996) and Fernandez &
Rainey (2006) follow a logical sequence in a change program, however Fernandez &
Rainey place more emphasis on hard elements such as plans and resources in
contrast to the softer or less tangible steps provided by Kotter. Fernandez and
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Rainey perhaps do so in recognition of the more bureaucratic environment that exists
within the Public Sector, where innovation and agility are likely to be less often
referred to.
Conclusion: There is a strong likelihood that the factors identified by Fernandez and
Rainey would be more applicable to the environment in which the MOD operates.
The main benefit that can be seen from the factors are that they stand on their own,
and can provide benefit to the change program in isolation of the other stages.
Models such as Kotter (1996) suggest a linear journey through each step, taking
great care to implement all eight with more than a suggestion that all must be
adhered to if success is to be had.
3.3.4 SHAW
Shaw (2002) suggests a model for change but looks at it in a different way. Change
is seen as both complex and also evolutionary. The starting point for the model is
that the environment of an organisation is not in equilibrium and as such the change
mechanisms within organisations tend to be 'messy' and to a certain extent operate
in reverse to the way outlined by Lewin (1946).
“It is not appropriate to consider the status quo as an appropriate starting
point, given that organisations are not static entities. Rather the forces for
change are already inherent in the system and emerge as the system adapts
to its environment.” (Shaw, 2002)
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Such different models will have implications on the way organisations and their
leaders view change, the way they manage change and the effectiveness of any
change initiative.
Shaw (2002) questions the way in which much of the theory on change suggests that
we can choose and design new future states for organisations.
“...avoiding the widely favoured use of two by two matrices, idealized schemas
and simplified typologies that characterize much of the change management
literature today. We must be participative if we are to understand and
influence change” (Shaw, 2002)
The approach suggested by Shaw indicates that those participating in change
projects or programs should live within the immediate paradoxes and complexities of
organisational life.
Conclusion: Shaw paints a bleak picture for advocates of change
models/frameworks and their research, with a clear suggestion that the only way to
be successful in a change program is to ‘live the dream’. There is some truth in the
participative approach that Shaw suggests, however there must still be a strong
argument for frameworks if only to guide managers along when managing change.
3.3.5 BEER AND NOHRIA
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Beer & Nohria (2000) advocate a model that recognises that change is complex and
therefore requires a more complex, albeit still uniform set of responses to ensure its
effectiveness. They prescribe a six-step process to achieve effective change. They
concentrate on 'task alignment', where employees' roles, responsibilities and
relationships are seen as key to bringing about situations that enforce changed ways
of thinking, attitudes and behaving. Their stages are:
• Mobilise commitment to change through joint diagnosis.
• Develop a shared vision of how to organise.
• Foster consensus, competence and commitment to shared vision.
• Spread the word about the change.
• Institutionalise the change through formal policies.
• Monitor and adjust as needed.
Conclusion: The advice from Beer and Nohria through their change model leans
towards a systemic approach. It acknowledges that a change in one area of an
organisation can adversely affect another area of the organisation and it therefore
promotes organisational communication at all levels in order to avoid silos inside the
department. The premise for Beer and Nohria’s model is one that fits well with the
MOD where institutional silos are protected and maintained by senior managers. It is
most likely that this approach would encounter difficulty in the MOD, particularly in
the softer stages such as “Foster consensus, competence and commitment to shared
vision”.
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3.3.6 MCKINSEY 7S FRAMEWORK
The McKinsey (1980) 7S framework (illustrated at Figure 6) was originally developed
as a tool to enable broader thinking when organizing a company effectively,
suggesting that strategy must be thought about in terms of how it works in
conjunction with a number of other factors. Successful change requires attending to
the seven variables of the model and using them as a framework to diagnose how an
organisation currently operates and how change might be designed. Moreover, when
all seven variables are aligned and facing the vision, mission and strategy, there is a
real momentum to successfully operate/change. The premise of the model is that If
one element changes then this will also affect all the others. For example, a change
in HR management, like skills profile uplifts and associated training will have an
impact on organisational culture (management style) and thus will affect structures,
processes, and finally the characteristic competences of the organisation.
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Figure 6 – McKinsey (1980): 7S Framework
The McKinsey seven variables are outline below:
Soft s’s
• Shared values – Organisations values, beliefs, mission and objective.
• Staff and Skills – Matching people to the skills needed for the organisation
• Style – Managerial style (does it fit the organisational circumstances)
Hard s’s
• Strategy – Organisations plan for meeting its objectives.
• Structure – Who does what and who is responsible for non-achievement
• Systems – Adequate systems to support the organisation (e.g.
Communications, performance management, etc…)
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Conclusion: The 7-S Model is a useful tool widely used in the public sector (MoD,
OGC) to help initiate change processes and to give them some direction. It may be
helpful to determine the current state of each element and to compare this with the
ideal state, identified through benchmarking (Taylor, 1911). Based on this it might
be possible to develop action plans to achieve the required degree of change.
3.3.7 BRIDGES TRANSITION MODEL
The ideas of Bridges (1991) on transition assist in providing an understanding of what
is going on when an organisational change takes place. His phased model, illustrated
at Figure 7, can be particularly useful when organisations are faced with inevitable
changes such as site closures, redundancies and mergers.
Fig 7. Bridge’s Transition Model (1991)
The model suggests that before an organisation can begin something new or
implement change, it needs to end what ‘used to be’; identify who is losing what,
openly acknowledge the losses, mark the endings and continuously repeat
information about what is changing and why.
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In the neutral zone, individuals within the organisation feel disoriented with falling
motivation and increasing anxiety. The change manager must ensure that people
recognize the neutral zone and treat it as part of the organisation’s change process
(Cameron & Green, 2004).
The model then suggests that four elements are necessary to help individuals, and
therefore the organisation, make a new beginning and accept the change:
• Gain acknowledgement and acceptance of the purpose for the change (case
for change)
• Communicate a picture of how the new organisation will look and feel
• Communicate and gain a step-by-step understanding of how the organisation
will change and reach its desired end-state
• Ensure staff involvement (awareness of roles and responsibilities) in the
change and the outcome of their efforts in delivering it
Embracing the new whilst sweeping out the old may sound in theory like a sensible
thing to do. Mintzberg et al. (1998) explain that it may be “…a lot more effective (as
well as difficult) to find ways to integrate the best of the new with the most useful of
the old.” Too many organisations are subjected to ill-conceived and unnecessary
change.
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Conclusion: Bridges transition model focuses on the complete change of an
organisation and its individuals and in it he makes a clear distinction between
planned change and transition. Bridges’ ideas on transition are aimed at gaining a
deeper understanding of what is going on in an organisation, specifically what
emotions are present and at what stages. Bridges presents different views of change
through the transition model and it is one which could have uses in the public sector
where redundancy or closure of a site is inevitable.
As a final few thoughts on the models and frameworks for change Cameron & Green
(2004) explain that change models serve as a means to an end. They allow the
analysis and research to be bounded by a theoretical and conceptual framework in
which to act as the basis for future empirical research.
It is the belief (Johnson & Scholes, 2004) amongst theorist and researchers that
organisational Change models can provide the foundation for study of any type of
change and is not tied to any particular field or sector of industry. Practitioners are
often focused on achieving the end result of a change such as Quality System
Certification, without realising the impact on, or for, their organisation. This is an
important point that illustrates the need to check and re-check the projected aims of
the change program. This is best illustrated where an organisation is in a dynamic
sector of the market such as technology. In this case a long drawn out change
process would need to constantly re-focus its aim in context with the external factors
affecting it.
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3.4 STYLES OF MANAGING CHANGE
Much has been written and researched on management and the existence of distinct
styles. Managers have to perform many roles in an organisation and how they
handle various situations will depend on their personal style of management. A
management style is an overall method of leadership used by a manager (Dunphy &
Stace, 1993).
From the point of view of results, the effectiveness of the organisation is determined
by the way work is organized and by the way people work with or against each other.
The way in which people co-operate with each other, with the leadership and with the
community, indeed the extent of their commitment to the organisational objectives will
depend on the style of management.
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3.4.1 GOLEMAN
Daniel Goleman (2000) worked through a set of six different styles through a detailed
research of nearly 4000 executives worldwide. These six leadership traits or styles
are listed in Table 2 and adapted to provide a short definition, appropriate time to use
and potential drawbacks of using a particular style.
Coercive Authoritative Affiliative Democratic Pace-setting Coaching
Short Definition Telling people
what to do and when
Persuading and attracting people
with an engaging vision
Building relationships with people
through the use of positive feedback
Asking staff what they think, and listening to
this.
Raising the bar, and then asking
for a little bit more –
increasing momentum
Encouraging staff to try new
things and ‘upskill’
When to use this style
When there is a crisis
When step change is
required. When the manager is both respected
and keen
When staff relationships have broken
down
When staff have a contribution to
make (voluntarily)
When staff are self starters and a high degree of
competence
When there is a gap in the
required skillsets
Disadvantages of this style
Encourages dependence. People stop
thinking
Has a negative effect if the
manager is not respected
Cannot be used in isolation
May fail if staff lack experience
or ideas
Can be difficult to maintain
momentum – inappropriate
when staff need help
If the manager is not a good
coach or if staff are not
compelled to take part – will
not work Table 2 – Goleman (2000): Six Leadership Styles
The MOD has a mixed manning (military and civilian) approach to filling senior
management positions and these clearly bring different styles (which can be
observed overtly). The military could generally be identified with the Coercive and
Pace Setting styles whilst most civilian managers would fit more neatly with the
Democratic style. The disadvantages of both these styles are evident and include an
over-reliance on management, difficult in maintaining where less skilled and junior
staff are employed.
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Conclusion: Goleman has produced a useful map of management styles which are
helpful to understanding the styles in use in organisations. The MOD and public
sector in general could make use of the ‘when to use’ element of the table.
Identifying appropriate managers with complimentary styles for circumstances is a
more difficult challenge for organisations.
3.4.2 DUNPHY AND STACE
Whoever is responsible for managing change must consider the style of management
they adopt. Different styles will more than likely have degrees of appropriateness
depending on the context and complexity of the desired change. To illustrate this
point Dunphy & Stace (1993) offer a matrix to try and assist in identifying the right
style and people for managing change.
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Circumstance of
Style Means/Context Benefits Problems effectiveness
Education and Group briefings Overcoming lack of Time consuming Communication assume internalisation (or mis)information Direction or Of strategic logic and progress may be Trust of top management unclear Collaboration/ Involvement in setting the Increasing ownership Time consuming Participation strategy agenda and/or of a decision or process solutions/outcome resolving strategic issues may improve quality of within existing by taskforces or groups decisions paradigm Intervention Change agent retains Process is guided/controlled Risk of perceived Incremental or co-ordination/control: but involvement manipulation non-crisis delegates elements takes place transformational of change change Direction Use of authority to Clarity and speed Risk of lack of Transformational set direction and means acceptance and ill change of change -conceived strategy Coercion/edict Explicit use of power May be successful in crises Least successful Crises, rapid through edict or state of confusion unless crises transformational change or change in established autocratic cultures
Table 3 – Dunphy & Stace (1995): A Discussion of Different Styles
The matrix that is offered by Dunphy & Stace (1993) makes some observations that
appear in many other areas of change theory (Kotter, 1996; Lewin, 1946; Burnes,
2002). These have been adapted from Johnson & Scholes (2005) and summarised
below:
• Different stages in the change process will require different styles of
management
This points towards a mixed bag of styles within the change team and is supported
by Kotter (1996) who tells us that the right people will have “…strong position power,
broad expertise, and high credibility”.
Incremental Change or long-time horizontal transformational change
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• In terms of duration and scale, the participative styles are more likely to be
appropriate for incremental change within organisations.
Conclusion: The Dunphy and Stace research is similar to that of Goleman (2000)
with the conclusion being that a contingency approach is required by management if
they are to succeed in managing change. There is no one ‘right way’ of managing in
a time of change, the difficulty again for organisations is the development and/or
recruitment of individuals who are capable of adopting appropriate styles when and if
required to do so. This is no more so than in the public sector where the drivers for
change (Figure 3, p. 13) are so wide ranging and in some cases predicated on
political gain rather than improved organisational effectiveness. The model underlines
the importance of identifying the type of change to be undertaken
3.4.3 BALOGUN & HOPE HAILEY
Balogun & Hope Hailey (2004) offer a scale for identifying the type of change. This is
illustrated in Figure 8;
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Figure 8 – Balogun & Hope-Hailey (2004): Types of Change
In the Balogun & Hope-Hailey (2004) model they identify four degrees or types of
change outlined below and adapted from Johnson & Scholes (2005);
• Adaptation – accommodated within the current paradigm, most commonly
used
• Reconstruction – rapid change with a fair degree of upheaval although no
change in paradigm. May have been instigated to turn around the company.
• Evolution – change in strategy and paradigm in a progressive manner. This
may be enacted through analysis of activities and the external envinronment of
the company.
• Revolution – major change in strategy and paradigm in a rapid fashion. This
could be present where a hostile takeover threatens the company.
Evolution
Revolution
Reconstruction
Adaptation
Incremental
Big Bang
Realignment Transformation
Natur
e of C
hang
e Scope of Change
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The Balogun & Hope-Hailey (2004) model advocates a flexible or contingent
approach to managing change and recognises the need for an unbiased style of
management.
In his paper, Caldwell (2003) asks the question “Change leaders and change
managers: different or complimentary?” The role and importance of leaders of
change in organisations has generated much debate in the last twenty years. Terms
such as ‘champion’ and ‘transformational leadership’ present these individuals or
groups as superheroes who would change the world if allowed, but were content to
break down the walls of corporate inflexibility (Kanter, 1983; Devanna and Tichy,
1986; Bass & Stogdill, 1990). A range of skills and attributes were bestowed on
these individuals such as risk taking and the ability to deal with uncertainty. Caldwell
(2003) offers the idea that in a change process, managers and leaders or agents of
change must coexist. This view is supported by Johnson & Scholes (2005) who
identify managers in an organisation as facilitators of change whilst the leaders
provide strategies, culture and systems to make it possible.
Conclusion: Balogun & Hope-Hailey present a logical assessment tool which can be
practically applied at the outset of a change program or whilst forming a strategy.
Models by both Dunphy & Stace and Goleman could be applied in parallel to this
model to aid in assessing a more complete picture of the change required and the
individual styles needed to support it. This model could have some practical benefit
to the MOD in assessing implementation risks in major change programs.
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3.4.4 COGNITIVE CHANGE – KUBLER-ROSS; SATIR; WEINBERG
The cognitive approach to change builds upon the behaviourist approach by putting
individual behaviour into the context of beliefs, with a focus on affecting outcomes
(Cameron & Green, 2004).
This approach looks at building a positive mental attitude backed up by an analysis of
which beliefs produce certain behaviours. For example a fear of flying once explored
and reasoned can be cured through an understanding of how an aircraft works and
the safety record associated with it. A drawback of this approach is that it shows a
lack of understanding of the internal emotions of the individuals concerned. Some
obstacles need to be worked through, and will not be ironed out by re-framing
opinions or through positive re-affirmation (Cameron & Green, 2004).
Kubler-Ross (1969) published her now seminal research ‘On death and dying’ which
suggested that terminally ill patients would typically go through five stages when
coming to terms with their prognosis. The stages were denial, anger, bargaining,
depression and finally acceptance. Management researchers have developed upon
the Kubler-Ross (1969) model. In particular Adams, Hayes and Hopson (1976)
developed a change curve which was built upon by the work of Satir et al. 1991
(Figure 9).
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Figure 9 – Satir et al. (1991) Change Curve
The Satir et al.. (1991) model suggests that relative equilibrium is in place in the
‘old status quo’ where the system is in harmony until what Satir et al. (1991) terms
as a ‘foreign element’ enters. This could be a new government policy in the case
of the public sector or a merger/acquisition in the case of the private sector,
whatever the instance, it affects the system. It is often when an individual or
organisation has reached the very depths of despair that an idea will emerge
(Cameron & Green, 2004). If we are to believe the Weinberg (1997) model this
idea will develop over time to become ‘the new status quo’.
Weinberg (1997) draws heavily on the work of Satir et al. (1991) to map it onto
what he saw as the critical points that will support or undermine a change process.
Foreign Element
Transforming Idea
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Figure 10 – Weinberg (1997): Critical points in the change process
Weinberg (1997) suggests in his model that if a change is not well planned, or if the
members of the organisation consciously or unconsciously decide to resist, the
change project or program will fail.
Conclusion: The cognitive style provides change managers and those involved in
change with an insight into the emotional turmoil that change creates in organisations
and individuals to help us understand where we are at any given time. The Weinberg
model suggests that you are able to map out the process of change and tinker with it
to get the required outcome in the way in which you would re-design a process
model. Despite the seminal nature of this work it appears to have limited benefit
when supporting public sector change such as in the MOD. Further refining of a
public sector model is necessary to recognize the unique environment.
Foreign element introduced
Try to reject foreign element
Try to accommodate foreign element in old model
Try to transform old model to receive foreign element
Practice to master transformed model
Try to integrate
Old status quo
New status quo
Transforming idea
Reject
Accommodate
Master Can’t master
Can’t integrate
Can’t transform
Transform
Integrate
Can’t reject
Can’t accommodate
CHAOS
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3.4.5 WHETTEN & CAMERON
As a final thought on frameworks for change Whetten and Cameron (2005) talk about
the importance of leading ‘positive’ change in particular a phenomenon they describe
as “bad is stronger than good”. People tend to pay more attention to negativity than
positivity (e.g. four people comment positively on your appearance and one is critical
of your attire, which is most memorable?). Whetten and Cameron tell us that
managers must establish a climate of positivity with three necessary conditions which
are highlighted in Figure 11 as leading to superior performance for both the
organisation and the individuals.
Figure 11 – Relationships among factors in a climate of positivity.
Conclusion: The approach recommended by Whetten and Cameron (2005) is useful
in a long term sense. They give us ideas on how best to create a positive
Positive Personal Energy and positive energy networks
Expressions of gratitude, forgiveness and compassion
Positive feedback on strengths and the best self
Superior individual and organisational performance
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environment within organisations, going on to explain that this will have a catalytic
effect during change programs. The problem with this approach is it would not be
suitable where a decision has been made to close down a site or to make a number
of redundancies. The opportunity to ‘create’ a positive environment, supportive to
change, has already gone. This approach may be useful to lower level teams within
the MOD where the opportunity exists for teambuilding in newly formed IPTs.
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3.5 COMMON THEMES OF CHANGE LITERATURE
The review of literature has identified three key themes which appear to crop up
regularly in Change management research. In no particular order Leadership,
Culture and Communication appear to be the principle factors that enable success in
a change project or programme. The following section of the review attempts to draw
on existing literature linking back to these three themes in a change project or
program.
3.5.1 LEADERSHIP
Mullins (2005) tells us that during change “...leadership is based on interpersonal
skills in a broader context. It has correlation with the willingness and enthusiasm of
the followers”. This projects a belief that a ‘good leader’ will be able to engage the
support of staff whilst also generating a sense of interest in the outcome of a
particular change. Bennis (1994) sought to extol the virtues of ‘visionary leaders’
and through this work he identified what he termed the three basic ingredients:
• a guiding vision;
• passion;
• integrity.
In order to identify what attributes would be specific to a leader Bennis, (1994)
developed a table for comparison, outlined in Table 4. The work of Kotter (1996) in
developing leaders agrees with that of Bennis (1994) and in particular he says that
“…we have raised a generation of very talented people to be managers, not
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leader/managers.” Kotter (1996) says of leaders “…they don’t make plans, they don’t
solve problems they don’t even organize people. What they [leaders] do is prepare
the organisation for change and help them deal with the struggle as they face it”
A Manager
A Leader
Administers Is a copy Maintains Focuses on systems and structure Relies on control Has a short range of view Asks how and when Has his eye on the bottom line Imitates Accepts the status quo Classic good soldier Does things right
Innovates Is an original Develops Focuses on people Inspires trust Has a long range perspective Asks why Has his eye on the horizon Originates Challenges the status quo His own person Does the right thing
Table 4 – Bennis (1994): Managers and Leaders
More recent research makes clear that such distinctions between leadership and
management which may have been useful in previous decades may no longer be
relevant (Cameron & Quinn, 1999; Quinn, 2000; 2004). Research now suggests that
those responsible for managing change must be contingent in their approach i.e.
“Managers cannot be successful without being good leaders and vice versa.”
(Whetten & Cameron, 2005). Theorists talk about unlocking positivity in individuals
during change. If a leader can project the positive benefits of a change they will be
able to unlock an individual’s ability to experience appreciation, collaboration and
meaningfulness in their work (Whetten & Cameron, 2005). There can be difficulty in
generating the ‘positivity’ in the Public Sector where there is limited opportunity to
reward individuals for participating in a change. For example, some ideas for change
are simply ill conceived, unjustified or pose harmful consequences for the members
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of the organisation. Even assuming that a well justified, well thought out and planned
change, leaders must build internal support and overcome resistance – no mean feat
in the Public Sector (Fernandez & Rainey, 2006).
There appears to be much in literature to suggest that positive leadership can make
significant gains for organisations (Bennis 1994; Kotter, 1996; Mullins, 2005 ;
Wallace, 1990; Whetten & Cameron, 2005).
Many of the most successful private sector organisations, including the Virgin Group,
Ryanair and Tesco, attribute their success in part to the quality of leadership in their
organisations. The names of Richard Branson, Michael O’Leary and Terry Leahy
roll off the tongue like the ‘A’ list celebrities of today and this forms part of the
attraction of working for the organisation (Palmer & Hartley, 2002)
Opportunity and selection for promotion in the MOD for both civil servants and their
military counterparts is generally based on the portrayal of good managerial
behaviour. If leadership is indeed a key factor in managing change then the MOD
must ensure that it can identify those individuals who can not only administer and
manage, but also portray the kind of behaviours that Bennis (1997) suggests are
important in Table 4.
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3.5.2 CULTURE
Although there are more than one hundred and fifty definitions of organisational
culture (Kroeber & Kluckholn, 1952) important theoretical discussions of (Cameron &
Ettington, 1988; O’Reilly & Chatman, 1996; Schein, 1996) agree with the notion that it
[organisational culture] is a socially constructed phenomenon, particular to
organisations, which serves to bind them together as a ‘social glue’ (Cameron &
Green, 2004). The vast majority of writers are in agreement that it [culture] refers to
the taken for granted values, underlying assumptions, definitions and expectations
that characterize organisations and their members. Culture represents and typifies
’How things are done around here’ or the prevailing ideology that is inherent in
members and affects their ability to behave independently. In summary it [culture]
will affect the way members think, behave and feel. (Cameron, 1997)
Culture change as an isolated objective is meaningless (Cameron & Green, 2004).
Researchers (Cameron & Ettington, 1988; O’Reilly & Chatman, 1996; Schein, 1996;
Cameron & Quinn, 1999; Molenaar et al., 2002) argue that organisations should only
involve themselves in culture change if the current culture does not adequately
support and facilitate the attainment of the strategic objectives. This premise is
based on the perception that culture can be measured and that by assessing the
organisation within a cultural web (Johnson & Scholes, 2005) or paradigm, you will
be able to identify levers to effect a shift in culture to a new state. Figure 12 is an
illustrative example of cultural context for change in a Technical Services department
in Local Government.
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Figure 12 – Johnson & Scholes (2005): The Cultural Web
Johnson & Scholes (2005) have developed the cultural web as an aid to
understanding the paradigm in which an organisation operates. They tell us that the
six surrounding physical behaviours will characterize and reinforce the central
paradigm. Johnson & Scholes (2005) define the cultural web as “…a representation
of the taken for granted assumptions, or paradigm of an organisation and the
physical manifestations of organisational culture.”
STORIES
• How things used to be; ‘it’s their fault
• The power of Chief Officers
RITUALS
• Overloaded problem solvers, reacting to complaints, narrowly avoiding mistakes
• ‘Get your head down’ and get on with the job if it goes wrong blame someone else
PARADIGM
• Strong belief about high quality service in terms of professional standards, rather than on satisfying the needs of the customer
CONTROL
• Emphasis on formal budgetary control
• Rapid response to crises and emergencies
ORGANISATION
• Departments as silos in which services are delivered and conventions preserved
• Hierarchical and mechanistic, strong emphasis on structures and budgets
POWER
• Groups with heads controlling access to to and influence of elected politicians
SYMBOLS
• Symbols of privilege for senior mangers (e.g. parking, offices and secretaries for ‘support’
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The work of Quinn & Rohrbaugh (1981) and more recently Cameron & Quinn (1999)
in developing a framework for diagnosing and changing organisational culture is
widely recognised as representing what is of value to people about the nature of an
organisations’ performance. They believe it is of value, appropriate and good for
forming opinions and acting on them (Beyer & Cameron, 1997; Cameron & Etington,
1998; Mitroff, 1983; Wilber, 2000).
Geert Hofstedes’ groundbreaking 1980 book, ‘Culture’s Consequences’ was borne
out of his research within IBM from 1973 to 1978. From what was at that time the
world’s largest survey data base, Hofstede and his colleagues analyzed the
differences in the responses of over 100,000 IBM staff across 50 nations. This laid
the groundwork for other research (Quinn & Rohrbaugh, 1981; 1986; Cameron &
Quinn 1999) to adapt his work and use it to study and suggest how to change
organisational culture. Hofstede’s (1980) work identified five major dimensions upon
which country cultures differed (Adapted from Aiman-Smith (2004):
• Power distance – how hierarchies and the distribution of power is viewed.
• Uncertainty avoidance – the extent to which individuals are at ease or not
with organisational uncertainty and clarity of structure.
• Individualism – this is the polar opposite of collectivism and is the extent to which individuals are supposed to be self-sufficient and able to look after themselves, versus group dependence and integration.
• Masculinity or Femininity – the dimension which has caused most debate.
This dimension is aimed at reflecting hardness vs softness; toughness vs tenderness in a culture.
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• Long term or short term orientation – this has to do with the culture’s members expectation of long or short term reward and recognition.
Researchers and theorists interested in organisational culture have been at odds
discussing the pros and cons of qualitative or quantitative ways of looking at culture.
The qualitative school (Dey, 1993; Easterby-Smith et al., 2002, Silverman, 1993)
points out that the richness of perceptions and experience inside an organisation are
vital to deep understanding, and they say that culture cannot be constrained to a two
by two matrix or a list of dimensions.
The quantitative school (Morris, 1999; Pallant, 2001; Robson, 2002) of researchers
argue that managers need to have some hard data, and that the drawbacks of getting
slow, expensive, possibly unreliable (unique to the interpretation of the researcher)
qualitative information make the usefulness iffy at best.
The truth, you would suspect, lies somewhere in the middle and managers will be
best served by both. Case studies based on observation and insider interviews give
a sense of reality and currency that captures the attention. Observations of the
components of culture, with discussion and analysis, offer ways to do qualitative
tracking over time. Having a method for obtaining quantitative data has the
advantage of allowing managers to put together more “hard data” analyses to look at
culture as a component of management, and to track the standardized captured
components of culture as a linear process. Looking at an organisation using data
gathered in a variety of methods, or triangulation, combines quantitative and
qualitative data that can allow managers to capitalize on the advantages of
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quantitative methods as well as capturing a rich not-easily-quantified picture of the
organisation.
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3.5.3 COMMUNICATION
The importance of communication in a change project or program cannot be
understated. Kotter (1996) tells us in step four of his eight step model that
“…managers undercommunciate, and often not by a small amount. Or they
inadvertently send inconsistent messages. In either case the net result is a stalled
transformation”. The message that Kotter (1996) gives us is one that many
organisations could identify with today. Change can trigger a number of emotional
responses in individuals (Cameron & Green, 2004; Satir et al., 1991; Weinberg,
1997). If the individuals are directly affected with the change they are more likely to
receive them positively (Whetten & Cameron, 2005) if the message can be
personalized. Face-to-face discussions and communications on an individual basis
are especially important when the individual(s) are likely to be adversely affected by
the change (Cameron & Green, 2004). The complexity of change projects is often
underestimated, with timescales not being met. This is one of the main reasons why
timely communication is important. Managing people’s expectations is the key to
communication. If you declare a plan for a change activity it is essential that it is
adhered to, and where change to that plan is necessary, clear communication with
the affected group must take place in parallel (Cameron & Green, 2004; Kotter,
1996).
Fernandez and Rainey (2006) explain that, “…managerial leaders must build internal
support for change and reduce resistance to it through widespread participation”.
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Effective communication of the change program will be a key factor in achieving
individual participation and internal support building.
Kotter (1996) explains that communication of a vision is a difficult task to undertake
“…it can easily turn into a screeching one-way transmission in which useful feedback
is ignored.” The types of communication that do not allow for feedback, do not allow
for correction of errors. Cameron and Green (2004) talk about the importance of
one-to-one discussions, with feedback, during change as does Kotter (1996) who
tells us that “…two way discussions are an essential method of helping people
answer all the questions that occur to them…”
As a final thought on communications (in the context of organisational change) Kotter
(1996) offers the following:
“Clear, simple, memorable, often repeated, consistent communication from
multiple sources, modelled by executive behaviour, helps enormously.”
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CHAPTER 4: RESEARCH DESIGN AND METHODS
4.1 RESEARCH METHODOLOGY
Research is defined by Saunders et al. (2003) as something that people undertake in
order to find out things in a systematic way, thereby increasing their knowledge. The
important elements of this definition are ‘systematic’ and ‘to find things out’.
Research methodology is categorized into two main schools of thought,
phenomenology (qualitative) and positivistic (quantitative). For reasons that are
better explained at Chapter 4.2, both the qualitative and quantitative methods were
used in this research project
4.1.1 QUALITATIVE RESEARCH
Qualitative research provides a non-specific answer to a question which may give an
insight into the respondent’s feelings. It aims to answer the ‘who, what and why’
questions. (Wickham, 2004).
4.1.2 QUANTITATIVE RESEARCH
Although quantitative investigation of the world has existed since records began, the
modern idea of quantitative research has its roots in Comte's (1855) positivist
framework. Quantitative research provides answers to questions when there is a
desire to have them expressed in a statistical or numerical form. It aims to answer
the ‘how much, how often and how many’ questions (Wickham, 2004).
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4.2 APPROACH ADOPTED FOR RESEARCH PROJECT
The primary research for this project was carried out using a mixture of nine
qualitative and five quantitative (Likert,1932) questions relating to Level 1 of the TES
change program. These questions were put to Business Unit Group leaders within
TES, and a small selection of their staff in early July 2006. The combintion of both
methods (qualitative and quantitative) through the use of a questionnaire was
adopted following debate between project tutor, author and TES change team leader.
The final approach was seen as a compromise which would provide depth in terms of
the qualitative responses and also some harder statistical data from the quantitative
responses.
4.3 DATA COLLECTION METHODS
Data collection can be divided into the two distinct categories of primary and
secondary data. Primary data is collected for the purpose of the research project and
is subdivided into qualitative (statistical hard data) and quantitative (subjective who,
what, when and how). Secondary data is information that has already been collected
for another purpose and usually takes the form of existing reports, articles and
information that proves relevant to the project (Wickham, 2004).
4.3.1 PRIMARY DATA
The primary data collection most suited for this research is a detailed questionnaire.
As this project is an evaluation of the TES change program in its early stages it was
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thought that detailed interviews would be too time consuming, if wide enough
conclusions were to be drawn from the questionnaire.
4.3.2 SECONDARY DATA
The secondary data required for this research proposal was collected from an
extensive and critical literature review of the research topic supporting the aims and
objectives of the research. This literature review also included in excess of one
hundred journals and a range of research book/guides and Government publications
such as McKane and Gershon reports. Secondary data was not limited to available
publications; the observations of the author (through direct involvement in the TES
change program as an internal consultant) were also used to inform conclusions on
applicability of available literature.
4.3.3 QUESTIONNAIRE DESIGN AND DISTRIBUTION
The validity and reliability of the data you collect and the response rate you achieve
depend, to a large extent, on the design of your questions, the structure of your
questionnaire and the rigour of your pilot testing (Saunders et al., 2003)
Bourque & Clark (1994) also tell us that when individual questions are being
designed by researchers they do one of three things:
• adopt questions already in use in other questionnaires;
• adapt questions already in use in other questionnaires;
• develop new questions
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The initial set of twelve open questions prepared in early June 2006 had been a
mixture of all three. The question set was put to both the TES change team leader
and the research tutor for opinion and critique. Over the next three weeks a series of
e-mails and telephone discussions resulted in a set of fourteen questions (see Annex
A) which had now included within them, five quantitative questions.
The rationale behind the inclusion of the quantitative questions was that the TES
change team leader felt that it would break up the questioning and result in a greater
rate of return. This did indeed prove to be the case with a rate of return of 37%
based on 27 out of 74 questionnaires. Saunders et al. (2003) indicate that 30%
would be the average rate of return for an electronically delivered questionnaire
within an organisation.
The survey was initially planned to be embedded into an e-mail and sent directly to
participants for them to complete, however the fragility of the MOD infrastructure to
the use of Macros necessitated the use of an attachment. The results were compiled
manually due to the small nature of the sample and analysis carried out using an
excel spreadsheet as a template for both (quantitative) calculating and (qualitative)
analysis of the results. It was never planned to carry out one-to-one interviews as
part of the primary research although use was made of the author’s access to senior
management to better inform understanding and context. It was recognized that a
contingency approach might be necessary if there were no specific conclusions to be
drawn from the primary research or if a very poor rate of return emerged.
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4.4 HYPOTHESES
Despite there initially being no hypothesis, the academic literature review indicated
the possibility of one. This came about following the review of academic literature
where it emerged that there may be three potentially dominant themes in the
management of change. The following hypothesis was subsequently developed and
if applicable may aid further research and the potential for development of a maturity
model to provide a readiness test where a change is deemed necessary. There is
significant risk to the credibility of the project in taking this approach however the
author felt it necessary to produce a project with a tangible outcome.
“If effective management of change is to be achieved we must address three key
areas”:
• Organisational culture
• Leadership during transformation
• Communicating the change message
The questionnaire set out to gather evidence in support of the hypothesis which may
or may not be supplemented by the secondary data and a critical review of literature
on the management of change.
4.5 RESEARCH CONCLUSIONS
The research methods used provided the author with a range of data both secondary
and primary. The secondary data was extremely useful in understanding the internal
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context of change in the MOD which provided the opportunity to comment on the
academic literature. The primary research on the other hand provided a depth of
comment from respondent’s that was not expected.
There were a number of issues worth highlighting which were not expected at the
outset and had to be overcome to finalise the research, these included:
• Considerable debate with senior management over the content of the
questionnaire
• Debate over the timing of the questionnaire
o Staff demoralised could lead to biased responses
o DPA/DLO merger on the horizon could add further bias
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CHAPTER 5: PRESENTATION AND ANALYSIS OF DATA
5.1 ABSTRACT OF PRIMARY QUESTIONNAIRE DATA
The three recurring themes in the primary questionnaire data are: Leadership,
Culture and Communications although it could be argued that the questions led the
respondents partly down that path. The perception of success from respondents
seems to hinge on the extent to which they have been led, the environment in which
they work (culture) and the degree of clarity to which they have been ‘communicated
with’.
5.2 DETAILED DISCUSSION ON RESPONSES TO QUESTIONNAIRE
The following section of the review will look at each question in turn and try to form a
judgement on the responses using links to academic research.
In order to distinguish between the comments made by respondents, individual
comments made will be identified by the scheme R1, R2, R3 and so on. This is not
intended to identify comments to any individual, but merely to separate out one from
another.
5.2.1 Q1 - TO WHAT DEGREE DO YOU FEEL YOU HAVE CONTRIBUTED
TOWARDS THE CHANGES IN TES?)
Question 1 dealt with the respondent’s opinion on their own contribution towards the
change program in TES. Answers varied wildly from responses such as (R1)
“zilch!!” and (R2) “not at all” to those who gave clear accounts of their role in
managing and delivering on the change program. Some however pointed to the
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autocratic way in which the changes were imposed, a typical response being (R3) “I
have had the opportunity to comment on change proposals but not on the initial
direction. It has been a hierarchical process with limited debate until recently”. There
are a number of factors which may have contributed to a bias in the responses and
these must be considered. The organisation of TES was being formed by merging
groups from two very different areas of the MOD, the Defence Logistics Organisation
(DLO) and the Defence Procurement Agency (DPA). Both groups are involved in the
delivery of high value Equipment and Platform projects for IPTs. The DPA are
concerned with the procurement of the project or equipment before going into service
and the DLO are concerned with the maintenance of the once in service.
It was not a particular surprise therefore that the majority of the negative responses
to Q1 had originated in the ex-DLO groups as they had thought themselves to be the
main target of the savings in the TES change program. It is suggested from the
responses that different levels of support had filtered down from the directors in
TESEX to their respective group leaders. There are perhaps lessons from the
research through Kotter (1996) who places great importance on ‘creating a guiding
coalition’ and ‘developing a vision and strategy’ these do not appear to have been
high on the agenda of the initial TES change program. The change program was
broken down into three distinct and separate activities. A brief summary of these are
outlined below:
• Level 1 – Merging of the DPA functional groups (FGs) and the DLO
business groups (BGs)
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• Level 2 – Restructuring or rightsizing TES to allow it to serve its
customers more effectively
• Level 3 – Optimization of TES following the Level 1 merger and
customer re-alignment.
5.2.2 Q2 - I FEEL THAT I AM EMPOWERED TO MAKE INNOVATIVE
SUGGESTIONS ON CHANGES WITHIN TES
Question 2 was a Likert (1932) scale question which sought to build upon Q1, to
establish whether or not the opportunity had been made available for senior
managers to contribute to the change program. There is not much that can be read
from what appears on the face of it, to be a relatively spread out response, however
with the factors already mentioned in Q1 the split serves to reinforce the DPA/DLO
issue on participation.
Strongly Agree15%
Agree33%
Neither15%
Disagree26%
Strongly Disagree
11%
Q2 - I feel that I am empowered to make innovative suggestions on Changes within TES
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5.2.3 Q3 - TO WHAT DEGREE HAVE THE CHANGES IN TES
“FOLLOWED A LOGICAL PROCESS” THAT HAS BEEN CLEARLY DEFINED?
Question 3 attempted to analyse the planning and ongoing management of the
change program. The question also sought to examine if the process for change had
been communicated out to all levels. The majority (85%) of responses were negative
in nature. Responses provided include (R1) “Someone must have the master plan,
but it’s not me!” and (R2) “Not at all. TES appears to have an agenda to create an
organisation on some pre-conceived concept rather that looking for efficiencies and
economies within the management of its constituent parts.” Other responses
focussed on the lack of a clear and consistent message from the TES Executive
Board (TESEX) who were either unaware of the concerns of group heads or chose
not to listen. Examples of these types of response include (R3) “Not very much. The
purpose of TES (combining all the various departments under one head) was never
communicated (is it to save money, improve efficiency, or both). Until the real
objectives are known there is no logical path to follow” whilst others questioned the
original requirement for the change (R4) “It has never been clear what the original
‘exam question’ was therefore I believe a clearly defined and logical process has not
been followed”. It would be easy to look at the message coming out from inside TES
and conclude that there was a lack of support for the changes. Kotter (1996) tells us
that the errors made in change programs increase when a sense of urgency has not
instilled in managers and employees. It is clear from the responses to Q3 that whilst
managers were aware of the changes going on they were not active participants, and
where they were involved through necessity, they could not understand the rationale
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or individual reasons for the changes. This underlines the need for clear
communication with staff during change programs, followed by confirmation that they
understand and are prepared to take responsibility even if they do not necessarily
agree.
5.2.4 Q4 - CHANGES IN TES ARE NECESSARY IF IT IS TO PROVIDE
EFFECTIVE POLICY, ADVICE AND GUIDANCE AND TECHNICAL SERVICES TO
IPTS
Question 4 was a Leikart scale question which was aimed at analysing whether the
aim of re-focussing TES to be an organisation that only provided policy, advice and
guidance was a just one. If this was the case was change necessary in such a
significant way? The responses were fairly strong in support of the need for change
to realign the various business groups to be more effective in supporting IPTs. Over
half (52%) strongly agreed that changes were necessary with only 19% disagreeing
that change was necessary. Those in disagreement, were in the main, those groups
who had been engaged in what TES called ‘transactional activities’ to IPTs, a
‘service’ which did not fit with the future purpose of TES (“Providing IPTs with high
quality advice in order to enhance the acquisition of safe, supportable and technically
sound military equipment”).
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Strongly Agree52%
Agree22%
Neither7%
Disagree15%
Strongly Disagree
4%
Q4 - Changes in TES are necessary if it is to provide effective Policy, Advice and Guidance on Technical Services to IPTs
5.2.5 Q5 - TO WHAT EXTENT DO YOU FEEL THAT THE TESEX
CONVEYED A VISION FOR THE CHANGES IN TES?
Question 5 aimed to establish how well the TESEX had created a vision which was
aligned to the changes being made in TES. The responses to this question were
almost unanimous in their criticism of the TESEX and in particular their failure to
convey a vision. A sample of the responses are outlined below:
(R1) “TES Executive Board simply failed to convey any vision for the creation
of TES let al.one any changes within TES. I believe there is a TES vision
statement but it is hardly inspiring”
(R2) “Initially there was a vision set. However, the ensuing actions did not
seem to compliment this. There was then a lack of communication from the
TESEX. And a growing cynicism at a lower level that it was less to do with
vision and more to do with reducing numbers.”
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(R3) “Not at all. They have not been able to convey a reason for TES with
respect to its constituent parts.”
(R4) “Lots of confusion abounds about what our mission now is, or, indeed,
who our customers are.”
(R5) “No vision conveyed, no top level objectives, no justification for the
formation of TES and no direction.”
(R6) “Not at all. Whilst the TESEX may well have had a vision it was not
communicated clearly and there is still no overarching vision to cover the over
60 sites that TES occupies.”
In his research Bennis (1994) identified a guiding vision as one of the pre-requisites
to successful change management. Although some responses talked about a vision
being evident in TES, it did not make sense to them and did not fit with the actions
they saw or were engaged in. As the leaders of the department the TESEX should
have recognized the importance of clarity and simplicity when creating a vision for
change. (Bennis 1994; Burnes, 2004; Kotter, 1996; Mullins, 2005; Wallace, 1990;
Whetten & Cameron, 2005).
5.2.6 Q6 - TO WHAT DEGREE HAVE CHANGES IN TES BEEN
“COMMUNICATED WELL WITH STAFF AT ALL LEVELS”?
Question 6 dealt specifically with the TES communications processes and their
effectiveness in relaying the change agenda to employees throught the department.
There was a mixed response to this question which was a little surprising given what
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had already been said in Q5. Some responses were in a similiar vein with 3
individuals referring back to Q5 answer. Sample of negative followed by contrary
positive responses below:
(R1) “Lack of a coherent communications message. Web site only used by
those in the TES management community – therefore totally ineffective way of
communicating.”
(R2) “Not at all. Senior managers have a key role to communicate face-to-
face with their staff, so that all staff understand the rationale for change and
the impact on individuals. This has not been achieved.”
(R3) “Not well. The TESEX has fallen short of explaining the rationale for TES.
It has also failed to live up to its own published values.”
(R4) “Low – a major concern that we have lost our way in dealing correctly
with staff.”
and;
(R5) “I have been actively involved and therefore would state that it was done
well! I certainly tried to communicate as much information as I felt the staff
needed and was relevant to them.”
(R6) “Quite well – there has been plenty of information reasonably inventively
presented.”
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(R7) “Well, but comms requires both transmitting and listening. Latter not
always in evidence.”
Discussions with those directly involved in managing and administering the changes
suggested that there were instances during the Level 1 changes that staff refused to
listen to that which they did not want to hear. If there is a lesson for TES, it is that it
must be resolute in communicating change and keep making the relevant points until
staff can no longer ignore it.
5.2.7 Q7 - THE CASE AND NEED FOR CHANGE IN TES HAS BEEN
MADE BY THE TES EXECUTIVE BOARD
Question 7 has a degree of overlap with Q5 and Q6 although the subtle difference is
in whether the TESEX creating the ‘burning platform’ (Kotter, 1996) for employees.
There is little to draw from the responses which are even across all of the available
options. We can make the assertion used earlier that the DPA/DLO split is
responsible for the agree/disagree result.
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Strongly Agree7%
Agree33%
Neither19%
Disagree26%
Strongly Disagree
15%
Q7 - The case and need for Change in TES has been made by the TES Executive Board
5.2.8 Q8 - TO WHAT DEGREE HAVE CULTURAL ISSUES HAVE BEEN
CONSIDERED WHEN EMBARKING ON CHANGE IN TES, IN PARTICULAR DPA
AND DLO CULTURES AS THEY MERGE?
Question 8 was aimed at directly addressing the question that is asserted earlier in
Q1-Q7. Respondents used this question to make detailed responses on their
experiences and views of how the DPA/DLO merger had been managed. The
following is typical of the overall responses:
(R1) “The situation has been one of oil and water in terms of the differing
cultures and the reluctance of each to merge. The DPA and DLO “cultures”
are themselves sub-divided by various factions, although the smaller DPA
Agency seems more unified behind the need to meet particular key targets
than the larger DLO. There is a place for healthy tension between different
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specializations within any organisation but it needs to be tempered. I believe it
unlikely that these tribal differences will be resolved quickly, if ever, and are
likely to increase as the DLO/DPA merger proceeds. I do not think any
particular consideration was given to these factors in developing the TES
needs for change, indeed DPA sourced elements of TES were enthusiastic
about changes they knew would not affect them personally.”
(R2) “Not at all. I have a DPA background and, because of the management
style, see TES as a DLO organisation.”
(R3) “It is not apparent that these have been considered. Experience within
the DPA has shown that if this is not addressed early on then change is
difficult if not impossible.”
(R4) “No attempt at all, both sides still view the merger as one taking over the
other.”
(R5) “I do not believe that any cultural issues were considered”
(R6) “Too much emphasis has been placed on retaining existing cultures
where possible. You can’t make an omelette without cracking a few eggs.”
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The responses perhaps point to one of the main difficulties experienced in the TES
change program. Leadership was a key factor and a new Technical Director (TD) as
head of TES this appointment was prior to the next phase of the change program
beginning. This sent out a positive message and the early signs were that he had
credibility and was enthusiastic about the changes. Communications was also a key
factor in the TES change program, with a new website being developed, direct
access to the TD via e-mail and regular, timely briefings to staff to explain progress
and plans in the program. The one key ingredient is the lack of an analysis of the
people and their environment(s), in other words the culture. The research so far in
this dissertation points towards the critical nature of understanding the culture of the
organisation and assessing whether it is ‘fit for purpose’ for the new desired state
(Cameron & Ettington, 1988; O’Reilly & Chatman, 1996; Schein, 1996; Cameron &
Quinn, 1999; Molenaar et al., 2002). Much has been written (Quinn & Rohrbaugh,
1981; Cameron & Quinn 1999) about measuring the organisational culture and there
would have been significant opportunity to look at this prior to embarking on the
changes. Such an analysis may have given rise to greater consideration of culture,
which may not have solved the problem, but would certainly have focussed minds.
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5.2.9 Q9 - I UNDERSTAND THE ROLE I HAVE IN MANAGING CHANGES
WITHIN TES
Question 9 was trying to get a feel for levels of autonomy and delegation within TES.
In particular was it clear what responsibilities each senior manger had in the TES
change program. The response was particularly surprising given the negativity
towards the change program in the earlier questions. Only 15% of respondents felt
unsure about their role with 78% agreeing that their role was clear. The Fernandez
and Rainey (2006) paper on public sector change points to evidence that suggests
an ability within Public Sector managers to bring about change despite not being
behind the reasons. The mix of civil servants and military within the MoD is a mix
which supports a notion of command and control, this may be a admissible factor in
the response.
Strongly Agree33%
Agree45%
Neither7%
Disagree11%
Strongly Disagree
4%
Q9 - I understand the role I have in managing changes within TES
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5.2.10 Q10 - TO WHAT DEGREE HAS TES IMPROVED SINCE THE
IMPLEMENTATION OF THE LEVEL 1 CHANGES?
Question 10 aimed to identify the perception of senior managers that the changes
had improved the organisation as a whole. Responses were varied with around 35%
of respondents citing that it was too early to make a judgment on benefits of the new
TES. Others had more to say, sample below:
(R1) “Whilst there is now a structure and management arrangements in place,
the supporting infrastructure and business processes are not fully developed.
Leading, in my opinion, to a number of groups being in a worse position to
deliver outputs and manage resources than before the implementation of level
1 changes.”
(R2) “The customer base is still confused as exactly what TES now delivers –
services Vs advice/assurance is one large area of confusion. I think the
customer facing roles of the 1* is a vast improvement but we need to make
these roles work better for the customers.”
There has clearly been a communications problem with relation to the change
program and its component parts (Chapter 5.2.9, p73) and this is evident in the
responses below:
(R3) “I do not understand the question, as I am not aware of what the Level 1
changes are! Highlights communications issues.”
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(R4) “What are Level 1 changes?”
(R5) “Level 1 changes is management speak – is there any meaning in there?”
The perceived ‘benefits’ sought through the changes in TES do not yet appear to
have been realized, which is not a surprise in itself as the changes are significant and
planned to take place over a three to four year period.
5.2.11 Q11 - MOD RULES AND PROCEDURES ARE SUPPORTIVE TO THE
CHANGES THAT TES NEEDS TO MAKE, IN PARTICULAR THE AMBITIOUS
REDUCTIONS IN MANPOWER CONTROL TOTALS
Question 11 aimed to identify the feeling that the policy on dealing with surplus
manpower was an aiding factor for the TES change program. It did not come as a
surprise that there was a resounding negative response to this, with only 19% of
respondents agreeing with the assertion. Government departments (GD) have long
been criticized for their handling of surplus staff. Systems for managing this in GDs
include the ‘priority posting list’ and the most recent ‘Re-deployment pool’ have all
come in for heavy criticism from employees and their Trade Unions. The main focus
of the criticism is the notion that staff will happily transfer to other GDs if a post is not
available in their current one, even if that post was at the other end of the country.
The systems have failed to look at the social aspects of such moves not to mention
the skills required to carry out the new post. Many of the staff who work in TES have
enjoyed long careers in the MOD which has perhaps anaesthetized them to the
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changes going on in the private sector. It would be difficult however to ignore the
media headlines on closures and redundancies which are commonplace. Individuals
involved in such redundancies are not afforded the kind of treatment that public
sector workers enjoy. Whilst there are well publicised arguments on equal pay for
the public sector from the relevant Trade Unions, the benefits of such an environment
are underestimated.
Strongly Agree0%
Agree19%
Neither19%
Disagree47%
Strongly Disagree
15%
Q11 - MOD rules and procedures are supportive to the changes that TES needs to make, in particular the ambitious reductions in Manpower control totals.
5.2.12 Q12 - WHAT ASPECT(S) OF CHANGE WOULD YOU HAVE DONE
DIFFERENTLY TO IMPROVE THE TES CHANGE PROCESS
Question 12 was essentially a blank sheet of paper for respondents to make
suggestions on ways in which the change could have more effectively managed. The
responses were particularly constructive with many citing the need for a clear vision,
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clear strategy for achieving changes, improved communications and strong credible
leadership. Some of the respondents’ comments have already been implemented (at
the time of writing) such as an independent change team leader and improved clarity
of both the vision and strategy. A sample of these responses which are typical are
outlined below.
(R1) “Coherent strategy, programme management structure, better leadership
at 1*/ Band B level, improved communications, plan the people elements,
change TES EX role and construct. Follow Kotter!”
(R2) “Tease out a greater clarity of vision at the outset – but was this possible
until the organisation had been defined?”
(R3) “I would have been more open about the drivers and then more radical in
the reorganisation. People have been allowed to ignore the change.”
(R4) “Originally TES was an amalgamation of various SME outputs under a
single 2 Star, now it is part of DPA/DLO merger. The aiming point has
therefore significantly changed since the start of the journey. If we had started
with merger, the journey would have taken a different route. With a better
vision of the required end state at the start of the process and better definition
of the output requirements we would have undertaken proper development of
the right process and assessment of the manning required to deliver outputs.
This would identify the things that need to be done and the means to do them.
If the manpower required was then seen to be unaffordable it would be
possible to modify plans accordingly or develop alternatives through trade-offs,
outsourcing or other means.”
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(R5) “Engage with wider management levels and engage with customers at 1-
star level to understand their requirements. Provide feedback internally to
TES on the customer view of their requirements for the future.”
(R6) “More communication to bring the workforce on board, rather than
imposing change.”
(R7) “I would have been more open about the drivers and then more radical in
the reorganisation. People have largely been allowed to ignore the change.”
The responses to Q12 suggest a willingness (on behalf of the Group heads) to
participate in the change program which if taken up by the TESEX, could have
resulted in a more co-operative process, with group heads taking the lead. This was
originally the approach favoured by the TESEX, however as the pressure on Defence
from the government increased so did the required number of post reductions and
cuts against the financial budgets. It could be argued that the TESEX were left with
no option but to be autocratic in the way in which they sought about achieving their
targets and objectives.
5.2.13 Q13 - WHAT ASPECT(S) OF THE TES CHANGE PROCESS DO YOU
FEEL HAVE BEEN CARRIED OUT EFFECTIVELY?
Question 13 aimed to identify which (if any) elements of the change program had, in
the view of the respondents, been carried out with a degree of effectiveness. This
was one of the most sparsely populated areas of the questionnaire with very little
offered in the responses. The lack of response is not surprising given the (general)
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negative feeling about the changes in TES. Two or three of the responses pointed
towards a forced undemocratic or autocratic approach to the changes, see below.
(R1) “Nothing springs to mind. The changes have been made but how
effective they were are debatable. The function and role of TES has been
poorly communicated to potential customers”
(R2) “Hardly any! It always seemed there was never enough time to do the
required analysis properly, but always enough time to do it again when the
original answer was considered by TESEX to be the wrong one or did not
meet the direction they (thought) they had given us. Manpower targets were
never clearly defined and always changing, although admittedly this was
outside TESEX control and driven by wider MOD factors.”
(R3) “I guess that timescales have been achieved.”
(R4) “Meeting the Apr 06 implementation date. Although it was chaotic and
very little support was in place.”
Reference was made to the success of the communications process which indicated
that some success had been achieved in this area, although the content of the
messages appears as though it could have been a little clearer.
(R5) “Communication, even if the message was a bit unclear.”
(R6) “Communication processes but with inadequate content.”
(R7) “Communication down of the decisions made – that’s all.”
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(R8) “The development and use of communication channels has been
effective. While there has been variation in the perception of the quality of the
content there is no doubt that the communications were delivered regularly
and that focal points responsible for key areas of development were known.”
A point which has been missed by most if not all respondents is that all of the targets
and timelines placed upon TES have been met at the time of this report. Given the
management challenge that can be seen from some of the responses in Q1-Q12 this
is a significant achievement. The fact remains however that staff have not in all or
indeed many cases accepted or been taken with the changes. Another effective
element of the TES change program was the appointment of a military 2 star (Rear
Admiral Royal Navy) who was dually accountable and sat on both the DPA and DLO
boards as the senior technical authority in the MOD. This was an ambitious
undertaking but sought to solidify the TES role as ‘enabling the acquisition and safe
supportability of military equipment.
5.2.14 Q14 - IS THERE ANY ADDITIONAL COMMENT THAT YOU WOULD
LIKE TO MAKE, WHICH MIGHT GIVE INSIGHT INTO HOW YOU FEEL ABOUT
THE CHANGES WITHIN TES?
Question 14 provided a final opportunity for respondents to suggest additional
changes or general observations from the changes to date. There was an excellent
response to this final question which will undoubtedly inform the detailed lessons
learned from the TES change program. Some welcomed the opportunity for a final
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say on the changes and provided detailed responses with pointers towards what
might contribute to a more successful second phase of change in TES.
(R1) “The changes were necessary in a changing world but, yet again, there
was an emphasis on improving output when the real objective was to reduce
costs through manpower reductions. Therefore we find that workload has
increased under the ‘banner’ of efficiencies. The military/civil service have a
‘can do’ approach, but that goodwill is being eroded by the constant pressure
to be ‘more efficient’ which really means getting one person to do the work of
two, three or even four previously.”
(R2) “Make no mistake there are many ways to do some of the things we do
and there is a clear danger that the SMEs can become too far removed from
the urgency of need at the IPTs level. History demonstrates that getting the
IPTs to do some of the expert things often results in their being done either
badly or not at all. The results of such omission are not always readily
apparent and indeed can take years to manifest themselves. There is probably
a middle ground and the new direction from the new Technical Director has
the potential to get us there, possibly. However, the continued evolution of the
DLO/DPA merger has the potential to prolong the uncertainty. Coupled with
further change at the political level this may lead to continuation of the cycles
of upheaval MoD has endured since the days of the Rayner Report and the
quotation often attributed to Petronius.“
"We trained hard, but it seemed that every time we were beginning to
form up into teams we would be reorganised. Presumably the plans for
our employment were being changed. I was to learn later in life that,
perhaps because we are so good at organising, we tend as a nation to
meet any new situation by reorganising; and a wonderful method it can
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be for creating the illusion of progress while producing confusion,
inefficiency and demoralization."
(R3) “Opportunity for feedback on key change reports is not often
documented. Change recommendations are made and consultation on the
recommendations conducted but an assumption that the recommendations will
be implemented. Where there is challenge however, with good reason, to
recommendations this should also be recorded. Recommendations are often
dependant upon other planned developments and revisited many times before
a realistic opportunity for implementation ever arises.”
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5.3 INTERVIEWS AND OBSERVATIONS
Although no formal recorded interviews were conducted as part of the primary
research informal discussions and briefings took place during the research period
with TES Change Team Leader and the TES team leader. The author of the report
has utilised these discussions as well as his own experiences and observations to
draw out additional factors not presented through the primary research questionnaire
which aid the overall project.
There was (and is at the time of this report) enormous pressure on TES to
fundamentally change the way in which it supported IPTs, and in so doing, generate
efficiencies for the greater MOD. This pressure will inevitably reduce the number of
professionally qualified staff remaining in TES and present continuity risks for current
activities. That is why TES is working towards transforming the way in which it
currently delivers services to IPTs to make it easier for them to access clear and
consistent support when they need it. The strategy for TES is to provide easy access
to industry through a series of framework contracts whilst retaining those services
where there is justification to do so for sensitivity or value for money reasons.
Strong arguments have been made to restructure TES have drawn support from the
wider MOD (at a senior level). At a time when Defence is not seen as a vote winner
for the ruling government, TES is very much a supporting act to the visible elements
of the MOD (Front line forces) and is therefore an easier target.
When budgets are reducing and the armed forces are expected to do more, Chiefs of
staff in the Ministry talk about the trade-off between flying hours of a helicopter in
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Iraq/Afghanistan and detailed technical support (TES) to projects from within the
MOD.
5.4 SUMMARY OF FINDINGS
The primary research has in the main provoked a negative response to the Level 1
changes in TES. In particular there has been criticism of the lack of reasons for the
changes and absence of a clear vision for the future. Responses have been critical
of the communications processes utilised during the Level 1 changes which has been
partly explained at chapter 5.2.6. Kotter (1996) explains that the vision or strategy for
change is often under-communicated and despite being in a possession of a clear
vision it may only be fed out in a few meetings or memos to staff. Kotter (1996) goes
on to say that failure can occur also, when despite clear communication and top-level
support for the change, there are still some highly visible individuals who behave in
ways that are contrary to the vision. The net result is that staff become cynical and
the vision subsequently becomes less believable. The latter appears to have been
the case for TES, many of the respondents cited 1 star director(s) not projecting the
positive benefits of the change and in some cases openly opposing it. There appears
to have been a focussed approach to implementing the Level 1 changes in TES
which resulted in a ‘complete at all costs’ mindset for those supporting and
implementing the changes and this is evident in the primary research.
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CHAPTER 6: CONCLUSIONS OF RESEARCH
6.1 BENEFITS OF THE DISSERTATION
This dissertation it is hoped will have some tangible as well as unquantifiable benefits
for the author and the organisation. These are summarized below;
Author
• Clearer understanding of the academic literature attributable to change, and
the access routes to it
• More critical outlook on research, less willing to accept a theory without
testing it first
• Ability to take new skills and knowledge to positively impact on current and
future change programs within TES and the wider MOD
• Professional recognition of the undertaking and increased credibility
• Identification of three common themes in change programs
Organisation
• Evaluation of Level 1 changes in TES with the opportunity to learn from the
experience and improve/clarify processes for the future
• Three key areas (Leadership; Culture; Communication) identified where an
increased focus might deliver benefits to future change programs
• Starting point for assessing readiness for change through the developmental
maturity model
• Opportunity to undertake further research into organisational change and
make subsequent improvements
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6.2 FUTURE POTENTIAL
The dissertation has sought to identify the common themes in change management
theory and the implications for TES as a result. Three common themes have been
identified as Leadership, Culture and Communications. As a basis for discussion and
to provide a starting point the author has developed a maturity model (Figure 13)
using some of the work of researchers on Change (Bennis, 1994; Cameron, 1997;
Kotter, 1996) to inform the types of training individuals in organisations require if they
are to participate and lead on change in the MOD. The terms Expert, Practitioner
and Awareness are terms particular to the MOD when describing organisational
competence in a particular skillset or field.
The model is intended as a discussion point for management and given more time it
was the intention to have fully developed it, as well as have conducted focus groups
to establish its applicability and utility.
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Maturity Level
Leadership
Culture
Communications
Gold Expert
Actively engages the support of staff whilst also generating a sense of interest in the outcome of change. (Bennis, 1994)
Understand and have tested the current organisational culture against attainment of strategic objectives (Cameron, 1997)
Clear, simple, memorable, often repeated, consistent communication from multiple sources, modelled by executive behaviour (Kotter, 1996)
Silver Practitioner
Understands the challenge and has considerable experience in leading change. In possession of the necessary tools, but has difficulty in projecting the positive benefits of the change.
Understands the cultural dimensions of the organisation and the levers for change. Understands whether cultural change is necessary in order to meet strategic objectives.
Has established Communication routes with appropriate feedback loops, not always modelled by executive behaviour.
Bronze Awareness
Aware of the challenge in managing change, however not in possession of either experience or significant knowledge of the tools which would benefit a leader.
Aware of the existence of a specific cultural identity. Not sure of the need to alter the current state to meet with the strategic objectives.
Aware of the existence of communication routes with varying degrees of success in transmission. Feedback loops not used or trusted by staff
False start No awareness
Actively discourages staff involvement in change projects none of the positive benefits of the proposed changes.
Does not accept the existence of a specific culture. Do not believe that culture needs specific consideration prior to embarking on a change
Communication routes are not established or understood. Feedback is actively discouraged.
Figure 13 Draft maturity model for assessing ‘readiness for change’
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6.3 IMPLICATIONS
As outlined in chapter 6.1 is hoped that this dissertation report will help to inform
current and future thinking on change to those who read it.
The authors close links to current change activity in the MOD will ensure that where
there are clear lessons to be learned these will be as widely circulated as possible
within the department.
The research project has had direct benefit to the organisation and has helped to
provide the author with the skills and opportunity to lead on a large scale change
project (TES-Technical Information Group review, 2006). This project has been
widely praised by senior management for the author’s understanding and measured
approach to Leadership, Communications and assessment and subsequent
approach to the Cultural dimension of the changes.
6.4 TES CHALLENGES
There are no clear recommendations to emerge from this research but there are a
number of areas (chapter 6.1) where further study is necessary in order help with the
challenges ahead. At the time of writing this report the group of TES was completing
the implementation of Level 2 (chapter 5.2.1) design with the prospect of a detailed
look at efficiency (Level 3) just over the horizon.
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Some of the assertions and observations made in this dissertation have already been
addressed by TES such as appointing a very senior (1 star) lead to focus on change
and a clearer approach to communications. There still remains the fundamental
issue of leadership and whilst TES has been successful in managing and
administering the necessary changes it has failed to project the positive benefits.
The cultural dimension(s) of TES are unknown although attempts have been made to
understand and develop bespoke solutions for geographic issues, this however is
very much the exception.
6.5 REFLECTION
Cameron & Green (2004) tell us about the importance of reflection in our day to day
lives and how we will make better decisions if we reflect on what has and is going on
around us. The process of carrying out this dissertation was not one that was
particularly relished at the outset. The period in which the research project was to be
carried out had a few other considerations (new job, new baby, new house) all of
which were competing for attention. In the early stages and prior to deciding on a
research topic, some development areas (DA) were jotted down that might benefit
from the research. These are outlined in Table 5 together with a supporting aim and
post dissertation reflection
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Table 5 – Reflection on Dissertation Aims
Development Area Aim Post dissertation reflection
DA1 Plan a piece of research
Improve project management skills and improve ability to manage competing priorities
Vastly improved planning skills although still finding difficulty in managing competing priorities.
DA2 Carry out the collecting, collating and analysis of research material
Develop ability to locate relevant data and identify that which is irrelevant and why. Identify a research area and establish a means of primary research.
Improved focus when searching for information, early recognition of relevant and irrelevant data. Conducted a well planned piece of primary research that delivered a large data set for analysis.
DA3 Concisely communicate the findings
Develop the ability to take large amounts of data and present relevant elements in a clear and concise way.
Improved ability to summarize and present information accurately and with brevity and clarity.
DA4 Critically evaluate secondary data
Be a bit more cynical about written material. Assume less and investigate more.
Found myself arguing with highly praised work and at times became overly cynical. Healthy respect established for research - ‘once tested’.
DA5 Complete a sustained piece of work within an agreed time frame
Gather together a number of elements and present in a clear widely readable manner – ‘on time’.
Had to delay the submission of the research as a result of work and family commitments outlined at the beginning of chapter six. Hugely underestimated the demands that the dissertation places on you
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CHAPTER 7: REFERENCE SECTION
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7.2 BIBLIOGRAPHY Aiman-Smith, L (2004) What Do We Know about Developing and Sustaining a Culture of Innovation, North Carolina State University, New York British Medical Journal (2002) Apr/May 2002, London Bruch, H and Sattelberger, T (2001), Lufthansa’s transformation marathon: process of liberating and focussing change energy, Human Resource Management, Autumn 2001, Vol 40, pp. 249-259, Wiley & son CEO Major Insurance Broker (1996) Leading People. CLINTEC/CREATE leadership report for London’s business leaders. Comte, A. (1855), Positive Philosophy of Auguste Comte, Part 1, Kessinger Publishing, Montana Creswell, J. (2003) Research Design: Qualitative, Quantitative and Mixed Methods Approaches, Sage Publications, Thousand Oaks, California Davidson, J. The role of leadership in the management of change: A case study analysis of private and public sector organisations. MBA Thesis. Cranfield University, RMCS. Jul 2000. Doyle, M; Claydon, T and Buchanan, D (2000) Mixed Results, Lousy process: the management experience of change, British Journal of management, Vol 11, ppS59-S80 European Information Society Group. (2002) Making IT work, the Pre-conditions for Public Sector Systems Success. EURIM Briefing No 37., www.eurim.org/briefings/BR37_final.htm Goodman, P. (1984) Change in Organisations. Jossey-Bass p. 2 Hacker, M and Washinton, M (2004) How do we measure the implementation of large-scale change?, Measuring business excellence, Vol 8, No. 3. pp. 52-59, Emerald group publishing Harvard Business Review (1998), on Change, Harvard Business School Publishing, Boston Harvard Business Review (2002), on Culture and Change, Harvard Business School Publishing, Boston
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Likert, R. (1932). A Technique for the Measurement of Attitudes, Archives of Psychology, 140, 55 McKinlay, A (2002) The public private partnership initiative at HMNB Clyde: partnering or privatization?, MBA Thesis, Glasgow Caledonian University Mintzberg, H; Ahlstrand, B and Lampel, J (1998) Strategy Safari, Prentice Hall, London Office of Government Commerce (2004), Managing Successful Programmes, OGC, London Taylor, F (1911) The principles of scientific management, Dover, New York
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7.4 GLOSSARY BPR Business Process Review
CDM Chief of Defence Materiel
CDS Chief of the Defence Staff
DA Development Areas
DACP Defence Acquisition Change Program
DE&S Defence Equipment and Support
DIS Defence Industrial Strategy
DLO Defence Logistics Organisation
DPA Defence Procurement Agency
GD Government Department
IPT Integrated Project Team
MinAF Minister of State for the Armed Forces
MinDP Parliamentary Under Secretary of State and Minister of State for
Defence Procurement
MinVA Parliamentary Under SofS and Minister for Veterans’ Affairs
MOD Ministry of Defence
NDPB Non-Departmental Public Body
OFSTED Office for Standards in Education
OGC Office of Government Commerce
PUS Permanent Secretary
SME Subject Matter Expert
SofS Secretary of State for Defence
TD Technical Director
TES Technical Enabling Services
TESEX Technical Enabling Services Executive Board
TQM Total Quality Management
UK United Kingdom
VCDS Vice Chief of the Defence Staff
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ANNEX A: PRIMARY DATA – MASTER QUESTIONNAIRE
GLASGOW CALEDONIAN UNIVERSITY SCHOOL OF MANAGEMENT – MASTERS IN BUSINESS ADMINISTRATION
Dear Sir/Madam, I am inviting you to participate in a research project to study the ‘Existing Change Processes in the UK Ministry of Defence, in particular the Technical Enabling Services division’. Attached with this letter is a short questionnaire about the change processes employed. I would sincerely appreciate your participation in completing the responses. Please be as open and honest as you can and it should only take about 10 minutes to complete. This is a completely anonymous survey, I guarantee not to share any information that identifies you with anyone outside of my research group which consists of myself and my dissertation tutor, Angela Sutherland. If you decide to complete the questionnaire I would be most grateful if you could or either e-mail, or post it back to me, the completed response to [email protected] or [email protected] on or before the 28th July 2006. All completed questionnaires will be entered into a draw to win a £20 Threshers voucher. The results of this project forms part of my research to gain a Masters degree in Business Administration. Through your participation I hope to understand more about the way in which we approach change in TES. The aggregated results of the survey will be fed back to Cdre Hockley in his role as Chairman of the people sub-board. Your perspective and the time taken to complete and return the questionnaire is appreciated and will be of great value. Regardless of whether you choose to participate, please let me know if you would like a summary of my findings which I hope to have available by the end of August 2006. If you have any questions or concerns about completing the questionnaire or about being in this study, you may contact me on 0141 224 2404 or 94561 2404. This project has been approved as suitable for submission as an MBA dissertation by Glasgow Caledonian University. Sincerely. Michael Mitchell, TES-TIG Business Manager MP 13, Room 1.2.09, Level 1 Kentigern House, 65 Brown St, Glasgow G2 8EX
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Q1 To what degree do you feel you have contributed towards the Changes in TES? (Please type comments into the text box below) Q2 I feel that I am empowered to make innovative suggestions on Changes within
TES (Please highlight the answer most appropriate to you by highlighting the text in bold)
Strongly Disagree
Disagree Neither Agree nor Disagree Agree Strongly Agree Q3 To what degree have the Changes in TES “followed a logical process that has
been clearly defined”? (Please type comments into the text box below) Q4 Changes in TES are necessary if it is to provide effective Policy, Advice and
Guidance on Technical Services to IPTs (Please highlight the answer most appropriate to you by highlighting the text in bold)
Strongly Disagree
Disagree Neither Agree nor Disagree Agree Strongly Agree
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Q5 To what extent do you feel that the TES Executive Board conveyed a vision for the Changes in TES?
(Please type comments into the text box below) Q6 To what degree have Changes in TES been “communicated well with staff at
all levels”? (Please type comments into the text box below) Q7 The case and need for Change in TES has been made by the TES Executive
Board (Please highlight the answer most appropriate to you by highlighting the text in bold)
Strongly Disagree
Disagree Neither Agree nor Disagree Agree Strongly Agree Q8 To what degree have cultural issues have been considered when embarking
on change in TES, in particular DPA and DLO cultures as they merge? (Please type comments into the text box below)
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Q9 I understand the role I have in managing changes within TES (Please highlight the answer most appropriate to you by highlighting the text in bold)
Strongly Disagree
Disagree Neither Agree nor Disagree Agree Strongly Agree Q10 To what degree has TES improved since the implementation of the Level 1
changes? (Please type comments into the text box below) Q11 MOD rules and procedures are supportive to the changes that TES needs to
make, in particular the ambitious reductions in Manpower control totals. (Please highlight the answer most appropriate to you by highlighting the text in bold)
Strongly Disagree
Disagree Neither Agree nor Disagree Agree Strongly Agree Q.12 What aspect(s) of change would you have done differently to improve the TES
change process? (Please type comments into the text box below)
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Q.13 What aspect(s) of the TES change process do you feel have been carried out effectively?
(Please type comments into the text box below)
Q.14 Is there any additional comment that you would like to make, which might give insight into how you feel about the changes within TES?
Many thanks for taking the time to complete this questionnaire your name has been entered into a draw to win a £20 Threshers voucher. The draw will be made after the 21st July and before the 31st August 2006.