Vincent A Ssembatya

1.A dramatic crisis2.Leadership turnover3.Stage of life-cycle4.Age of the organization5.Size of organization6.Strength of current culturedian Institute of

Technology Madras

Assumptions:1.Change involves not only learning something new but unlearning something that is integrated into an individual’s self / social system2.No change unless there is motivation to change3.Most adult changes involve attitudes/values/self concept and can be painful and threateningMan

1. Organizational changes effected through individual changes in key members

2. Change is a multistage cycle and all stages must be planned and negotiated

3. Management of change is not necessarily only rational management but also emotional management of peopleInstitute of Technology Madras

Individual resistance1.• Habit2.• Security3.• Economic factors4.• Fear of the unknown5.• Selective information processing

Organizational resistance1.• Structural inertia2.• Limited focus of change3.• Group inertia4.• Threat to expertise5.• Threat to established power relationships6.• Threat to established resource allocations

1.Education and communication2.Participation3.Facilitation and support4.Negotiation5.Manipulation and cooptation6.Coercion

 The Task of Managing Change

The obvious is not necessarily unambiguous.  The making of changes in a planned and managed or systematic fashion.

The aim is to more effectively implement new methods and systems in an ongoing organization. The changes to be managed lie within and are controlled by the organization.1

However, these internal changes might have been triggered by events originating outside the organization.

The task of managing change also includes managing its impact on people. For many managers, this aspect of the task of managing change is complicated by the fact that they have to help their people cope with change and the managers also face their own coping challenges.

 

The Change Process as

“Unfreezing, Changing and Refreezing”

The process of change has been characterized as having three basic stages: unfreezing, changing, and re- freezing.  

1.Management Science II Dr. Sanga2.Indian Institute of Technology Madras

Empirical-RationalPeople are rational and will follow their self-interest — once it is revealed to them.

Change is based on the communication of information and the proffering of incentives.

Normative-ReeducativePeople are social beings and will adhere to cultural norms and values. Change is based

on redefining and reinterpreting existing norms and values, and developing commitments to new ones.

Power-CoercivePeople are basically compliant and will generally do what they are told or can be made

to do. Change is based on the exercise of authority and the imposition of sanctions. Environmental-AdaptivePeople oppose loss and disruption but they adapt readily to new circumstances. Change

is based on building a new organization and gradually transferring people from the old one to the new one. 

Generally speaking, there is no single change strategy. You can adopt a general or what is called a "grand strategy" but, for any given initiative, you are best served by some mix of strategies.

Which of the preceding strategies to use in your mix of strategies is a decision affected by a number of factors. Some of the more important ones follow.

Scope and Scale. This can vary from the minor ―tweaking of a process within a unit to the

complete transformation of the entire organization. The larger the scope and scale, the more likely a broad mix of strategies will be required with Power-Coercive playing a central role.

Degree of Resistance. Strong resistance argues for a coupling of Power-Coercive and Environmental-

Adaptive strategies. Weak resistance or concurrence argues for a combination of Empirical-Rational and Normative- Reeducative strategies.

Target Population Large populations argue for a mix of all four strategies, something for

everyone so to speak. The Stakes. High stakes argue for a mix of all four strategies. When the stakes are high,

nothing can be left to chance.

The Time Frame. Short time frames argue for a Power-Coercive strategy. Longer time frames argue for a mix of Empirical-Rational, Normative-Reeducative, and Environmental-Adaptive strategies.

Expertise. Having available adequate expertise at making change argues for some mix of the strategies outlined above. Not having it available argues for reliance on the power-coercive strategy.

Dependency. This is a classic double-edged sword. If the organization is dependent on its people, management's ability to command or demand is limited.

Conversely, if people are dependent upon the organization, their ability to oppose or resist is limited. (Mutual dependency almost always signals a requirement for some level of negotiation.)

Managed the same way you’d manage anything else of a turbulent, messy, chaotic nature, that is, you don’t really manage it, you grapple with it. It’s as much a matter of leadership ability as it is one of management skill.

1. The first thing to do is jump in. You can’t do anything about it from the outside.

2. A clear sense of mission or purpose is essential. The simpler the mission statement the better.

3. Build a team. ―Lone wolves have their uses, but managing change isn’t one of them. On the other hand, the right kind of lone wolf makes an excellent temporary team leader.

4. Maintain a flat organizational team structure and rely on minimal and informal reporting requirements.

5. Pick people with relevant skills and high energy levels. You’ll need both.

6. Toss out the rulebook. Change, by definition, calls for a configured response, not adherence to prefigured routines.

7. Shift to an action-feedback model. Plan and act in short intervals. Do your analysis on the fly. No lengthy up-front studies, please.

8. Set flexible priorities. You must have the ability to drop what you’re doing and tend to something more important.

9. Treat everything as a temporary measure. Don’t ―lock in until the last minute, and then insist on the right to change your mind.

10. Ask for volunteers. You’ll be surprised at who shows up. You’ll be pleasantly surprised by what they can do.

11. Find a good boss or team leader and stay out of his or her way.12. Give the team members whatever they ask for — except authority. They’ll

generally ask only for what they really need in the way of resources. If they start asking for authority, that’s a signal they’re headed toward some kind of power-based confrontation and that spells trouble. Nip it in the bud!

13. Concentrate dispersed knowledge. Start and maintain an issues logbook. Let anyone go anywhere and talk to anyone about anything. Keep the communications barriers low, widely spaced, and easily hurdled. Initially, if things look chaotic, relax — they are.

 References Fred Nickols http://www.nickols.us/change.pdf Distance Consulting

LLC

Forces For Change1.• Nature of the workforce2.• Technology3.• Economic shocks4.• Competition5.• Social Trends6.• World Politics

1.Unfreezing the status quo creation of motivation to change Present behavior/ attitudes must be disconfirmed Discomfort/ disconfirmation will lead to anxiety to motivate a

change Create psychological safety for change

2. Moving to a new state Developing new attitudes and behavior Identification with a role model, mentor or

friend Scanning the environment for information

specially relative to one’s particular problem3. Refreezing the change

Stabilizing the changes Allow testing of new attitudes and behavior Team training better than individual training

1. Action research: change process based on systematic collection of data and then selection of a change action based on what analyzed data indicate.

2. Organizational development: change process built on humanistic-democratic values, to improve organizational effectiveness and employee well-being.

3. Sensitivity training: training groups to change behavior through unstructured group interaction

4. Survey feedback: use of questionnaires to identify discrepancies among member perceptions

5. Process consultation: a consultant helps client understand process events and identify processes for improvement

Planning Phasing Processes Strategies

Monitoring Implementation team Minimum control Review and feedback Dissemination of information

Action1.Adaptation (dealing with consequence of change)2.Support

Training Resources

Assessing An Organization’s Propensity To ChangePattern breaking

Freeing the system from redundant structures, processes or functionsExperimenting

Generate new patterns of systems in keeping with desired future state1.Vision

1. Reflecting the desired future state or pattern around which organization is to be reformed

Management Science II Dr. Sangamithra

10. Bonding and attuningBuilding individual and organizational cohesiveness to move the

organization towards the envisioned state. Changes in existing hierarchy, authority and power relationships

11. Constraints Cost Speed Employee skills and organizational structure

12. Transformation: Managing Human Resources Aligning employees with change efforts

11. Tasks12. Roles13. Teams14. HRD systems (salary, incentives, performance appraisal)

nagement Science II Dr. Sangamithra

PERFORMANCE INDICATORS - OECD indicators 

The quality of students and their performance 1) Quality of students on admission 

Marks on admission.  2) Social origin of students. This indicator is important in obtaining a profile of the level of social diversity and thus, to some extent, of the cultural diversity of the institution’s student body. 3) The proportion of students from outside the natural catchment area. This indicator is an excellent gauge of the attractiveness of an institution and, therefore, of its perceived quality.  4) Admission rates. The relation between the number of students actually enrolled in a particular university programme and the number of enrolment applicants for the same programme is a good indication of the selectivity of the latter and, thus, of the quality of enrolled students. A direct relation is generally apparent between rates of admission and retention or graduation rates.5) Enrolment rates. In the case of university programmes with a numerous clausus, or controlled admissions procedures, a good indication of the quality of an institution is its ability to attract students to whom it formally offers admission. The enrolment rate: the ratio between the number of students enrolled and the number of places formally offered, is a sound guide to quality and attractiveness.

6) Retention rate in the first year. 7) Measures for the integration and supervision of new students. 8) The graduation rate. 9) Average time to graduation. 10) Rate of transfer to employment after graduation.

11) Proportion of teachers actively engaged in research. 12) The doctoral student/teacher ratio.13) The research funding/teacher ratio.14) Number or proportion of full-time researchers.15) The average research contract grant per teacher.

16) The doctorate/teacher ratio. 17) The publications/teacher ratio. 18) Citation Index. 19) The number of patents/teacher ratio.20) Prizes and honours.

The most widespread indicators are the following:21) The student/teacher ratio. 23) The technical and support staff/teacher ratio. 24) The operating budget/student ratio.25) The material resources/student ratio.

26) The make-up of decision-making bodies.The presence, number and method of appointing representatives of teachers, staff, students, graduates or socio-economic interests to the administrative board, the senate, or study and research committees. 27) Mechanisms for the recognition of student participation. Student participation in policy-making bodies and life of universities in general is an aspect of their education which may be important from the standpoint of simultaneously producing fully educated citizens and subject specialists. 28) Mechanisms for allocating budgetary resources. Distribution of resources in accordance with the strategic development aims adopted by university authorities. Does the institution concerned possess such mechanisms, and is it generally responsible for its entire budgetary allocation? 29) The diversity of sources of financing. 30) Institutional planning mechanisms. 31) Rate of academic staff turnover.

 32) Mechanisms for the development of inter-disciplinary programmes.   33) Institutional adaptability.

Given the increasingly rapid development of knowledge and constantly changing requirements in the area of teaching and research, universities have to develop approaches enabling them to adapt their programme provision rapidly and efficiently. The number of newly devised programmes, the number of programmes that are discontinued or substantially modified on an annual basis, and the average time it takes to establish new programmes are reliable indicators of the adaptability of an institution.

 34) The quality of teaching and evaluation policy.  35) The openness of universities to their surrounding environment. Modern universities owe it to themselves to be responsive to their regional environment so as to support its social, economic and cultural development.

This activity may be described by a certain number of indicators:  

the number of instances in which universities are involved in local joint activity; the number of teaching staff involved in such activity; the number of local business or industrial concerns established as a direct result of research by the university;the number of new jobs created as a result of its research; in the case of universities with medical faculties, the role of the university hospital network in regional health service provision;in the case of universities with units focused on the artistic and cultural sectors, the contributions these units make to the cultural life of the region; and the contribution of the university to adult education in the region. 

36) The openness of universities to the world at large

A comprehensive list from NCHE: Include

Space; Computers; Books; Library chairs; Etc.

 TERMS OF REFERENCE   TASK NUMBER 1: ASSESS THE LEVEL OF PREPARATION FOR THE

REFORM. TASK NO. 2: ENSURE ANY OUTSTANDING WORK FROM URAFR IS

COMPLETED TASK NUMBER 3: PLAN STRATEGIES AND ESTABLISH NECESSARY

STRUCTURES FOR IMPLEMENTATION AND COORDINATION OF THE REFORMS.

TASK NUMER 4: DEVELOP INTERNAL AND EXTERNAL COMMUNICATION STRATEGY FOR CONTINUOUS CHANGE MANAGEMENT IN CONFORMITY WITH THE OVERALL UNIVERSITY COMMUNICATION POLICY.

TASK NUMBER 5: DETERMINE RESOURCES REQUIRED FOR IMPLEMENTATION OF THE REFORMS. THE SCOPE OF RESOURCES INCLUDES: HUMAN, FINANCIAL AND INFRASTRUCTURE

TASK NUMER 6: ESTABLISH, MONITOR AND EVALUATE ACTIVITIES OF THE SUBCOMMITTEES AND TASK FORCES THAT EXECUTE THE REFORMS.

TASK NUMBER 7: ENSURE COMPLIANCE BY UNIVERSITY UNITS IN MATTERS RELATED TO THE REFORMS. 

TASK NUMBER 8: ACT AS A CENTRE FOR MONITORING, CO-ORDINATION AND EVALUATION OF CHANGE MANAGEMENT

TASK NUMBER 9: ADVISE THE VICE CHANCELLOR ON ALL MATTERS RELATED TO

REFORMS.

The Quality Assurance Directorate (QAD) will be strengthened as the repository of all CMC documents, it will therefore act as the physical home and face of the CMC.

This is a transitional status with an aim of nurturing the QAD to take up the change management activities of the University.

of Technology Madras 1.Management Science II – Dr. Sangamithra Indian Institute of Technology Madras.2.Makerere University Strategic Plan3.URAFR Process Reports