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Why is change so difficult to
achieve in higher education
settings?
Sue Dopson
Why is change so difficult to
achieve in higher education
settings?
Professor Sue Dopson, Saïd Business School
Tuesday 12 April 2016
Business Process Re-engineering
Continuous Improvement/Learning Organization
Empowerment
Workout
Visioning
Cycle Time/Speed
Benchmarking
One Minute Managing
Corporate Culture
Intrapreneuring
Just in Time/Kanban
Matrix
MBWA
Portfolio Management
Restructuring/Delayering
“Excellence”
Quality Circles/TQM
Wellness
Decentralisation
Value Chain
‘Theory Z’
Management by Objectives
Conglomeration
T-Group Training
‘Theory Z’
Brainstorming
Theory X and Theory Y
Satisfiers/Dissatisfiers
Managerial Grid
Decision Trees
1950 1960 1970 1980 1995 1990
Self Managing Teams
Core Competencies
Horizontal Organizations
Zero Base Budgeting
Strategic Business Units
Diversification
Experience Curve
Influe
nce In
dex
Richard Pascale
Change as an annual event
The Problem of Change
Ebbs, Flows and Residual Impact of Business
Fads, 1950 - 1995
Top ten critical change issues
1. An accepted need to change
2. A viable vision/alternative state
3. Change agents in place
4. Sponsorship from above
5. Realistic scale & pace of change
6. An integrated transition programme
7. A symbolic end to the status quo
8. A plan for likely resistance
9. Constant advocacy
10.A locally-owned benefits plan
The Problem of Change
Solving what kind of problem?
Sue Dopson
What would you do?
Thematic Clusters
Media
Social
Psychological
Economic
Food
Activity
Infrastructure
Developmental
Biological
Medical
Three Types of Problems
Critical problem - command/control:
Just do it (it doesn’t matter what you think)
Tame problem - management/technical:
Déjà vu (You’ve seen it before; you know what to do)
Wicked problem - leadership/adaptive:
Vu jàdé (You’ve never seen the problem before; you
need to get a collective view on what to do about it)
Critical Problems
Leadership Response: Command
Decisive action to remove the problem
Portrayed as self-evident crisis
General uncertainty; commander provides “answer”
No time for discussion or dissent
Coercion legitimized as necessary for public good
Readily associated with command
Tame Problems
Leadership Response: Management
Reducing complexity to solve the problem
Problem as a puzzle
• Complicated but unilinear solution
• Management can (and has) previously solved similar problems
• Manager’s role is to engage appropriate processes to solve problem
Examples: Solution
1. Heart surgery, complicated but achievable process
2. Mobile technology for farmers
3. Opening a new school
Heifetz: Technical leadership
Wicked Problems
Leadership Response: ambiguous mix of command &
management
Strategic issue to be addressed over long term
• Wicked problems are ambiguous and unique to the situation.
• It is impossible to write a well-defined problem statement – they can be
a symptom of another problem, for example.
• Choosing a solution to a wicked problem is a matter of judgment.
• Solutions to wicked problems generate unexpected consequences
which sometimes cannot be undone.
• Wicked problems do not have an exhaustive set of potential solutions.
• Wicked problems involve many stakeholders, who all have different
ideas about the problem, its causes, and solutions.
• Problem-solvers dealing with a wicked issue are held liable for the
consequences of any actions.
Flight 1549
3.24 pm cleared take-off from
La Guardia, climbing to
cleared altitude
1.25 seconds later,
double engine failure
54 seconds later climbing
through 3,200 ft, hit a flock
of Canada geese
Checklist to shut down
engines, establish a glide
and return to La Guardia
Where to ditch? La Guardia? X
Teterboro? X
Hudson River?
Checklist is from 35,000
ft not 3,200 ft!
Descending at 18ft per second, 3
minutes until impact…30 seconds to
decide what to do.
3.31 pm, 6-
minute flight
had ended
CRITICAL
TAME WICKED
CRITICAL
WICKED
Wicked Problems, Dumb Solutions
National Health Service… National Illness Service?
• 811,000 UK residents hospitalized from alcohol in 2008;
cost £2.7bn
• 96% of spending on treating illness
• Only 4% on keeping people well
Increasing
uncertainty about
solution to problem
TAME
WICKED
CRITICAL
COMMAND:
Provide Answer
MANAGE
Organize Process
LEAD:
Ask Questions
Increasing
requirement
for
collaborative
compliance/
resolution
Leadership Styles
Long-term development
of people
“This is where
we’re going & why”
“Watch me...
this is how you do it.”
Pace-Setting
Directing
Command
and Control
Visionary Coaching
Participative Affiliative “What do you
think?”
People first, task second
LEADERSHIP
STYLES
Schein’s three levels of culture
Visible but often
undecipherable
Greater level of
awareness
Taken for granted
invisible
Adapted from Organizational Culture and Leadership (p.14) by E.H. Schein.
Copyright 1985 Jossey-Bass Inc., Publishers, San Francisco.
Artifacts
Values
Assumptions
BAHR550-7 Culture
Espoused Values
Stories &
Myths
Symbols
Power
Structures
Control
Systems
Organizational
Structures
Rituals &
Routines
Johnson, 1988
The
Paradigm
Cultural Web
Old University
Dept of Health
NHS Science Labs
Genetics Prof
Epidemiology Prof
Social Science Institute
Ethics Prof
Genetics Prof
Pathology Prof
Lab Director
Cardiology Prof
Dept of Trade
& Industry
Genetics Prof
Research Institute
Genetics Prof
Science Medicine Social science Management / policy
Other GKPs
Lab Director
Civil servant
Health Secretary
Civil servant
Senior civil servant
Senior civil servant
OGKP (Conception: 2001)
Community Affiliations
Community Institutional Affiliation Epistemic Affiliation
Medical Scientists University Medicine
NHS Medical Scientists NHS Hospital Medicine
Research Scientists University Biomedicine
NHS Scientists NHS Labs Biomedicine
Social Scientists University Social Science
Policy Community DH (& various) Policy (various)
Commissioning NHS PCT Management
OGKP (end 2007)
Old University
DoH
NHS Science Labs
Network Director
Genetics Prof
Genetics Prof (PI WP2) Social Science
Institute
Prof Ethics
Genetics Prof
Pathology Prof
Lab Director Lab Director
Cardiology Prof (PI WP1)
Genetics Prof (OGKP Chair)
Commissioners
(SHA)
DTI
AGGR
Research Inst
Scientist (New PI WP3) Scientist
Genetics Prof (Old PI WP3)
Other University
Consultant Geneticist
Economist
Business
School
Commissioner
GIG - Patients
Innovation Unit
VCs
Primary Care
Sociologist
Misunder-
standing Other GKPs
Other Labs
Lawyer
Science Medicine Social science Management / policy
Confli
ct
Civil Servant
Executive Committee in bold GKP Supervisory Board underlined
Consultant
Geneticist
Epistemic Clash Research vs. NHS Labs
“The way we work in the research lab is try & get everything as fast as possible because it’s a competitive world … [we] need … visible productivity… to scrape over the surface for the big prize…The clinical genetics lab is incredibly compulsive & obsessive… do everything in duplicate & never get that wrong. That’s very reassuring, but the problem is that if you are compulsive & obsessive, it just takes too long.” Medical Scientist
“They [NHS scientists] feel they are providing a service & being careful & we [research scientists] are feckless people who wander in at 11 o’clock & go home at three & look for glory.” Research Scientist
NHS Labs reluctant to share information due to concerns about competition with other Labs
Epistemic Clash Science vs. Social Science
• Economist able to communicate with scientists (shared quantitative epistemology) & helped to prove SCD test as cost-effective (producing further funding)
• Sociologist’s work weird & of no benefit
• “Our world is very black & white so when a sociologist talks to me about barriers in networks it does not mean much to me.” Research Scientist
• “These weird sort of sociology people… we were just providing material for them to write interesting papers.” NHS Scientist
Change would be easy if not for resistance
Ignorance
Comparison
Disbelief
Personal Loss
Inadequacy
Anxiety
Power Loss
Contamination
Inhibition
Mistrust
Alienation
Exhaustion
Success
Failure to understand problem
Solution disliked, thinks alternative better
Feeling that the solution will not work
Unacceptable personal costs; investments in present
Insufficient rewards from change
Afraid of not coping in new situation
Erosion of influence/control
Distaste of new values/practices
Low willingness to change
Disquiet about motives for change
Low shared values/high alternative interests
Cannot face further changes at present
Lack of perceived need
5 Strategies for Change
Education
Incentives
Participation
Coersion
Experts
What to do: be flexible
Try a number of solutions:
• iterate
• recalibrate
• iterate
• recalibrate
What to do: small wins
“Some problems appear so large people give up. Go for
small wins.”
Karl Weick, Small Wins
What to do: stand on the balcony
What to do: Bricolage
Making creative and resourceful use of whatever materials
are at hand, regardless of their original purpose
Sir Geoffrey Vickers
Background
(a) Victoria Cross, Classics at Oxford, City Solicitor, Director of Economic Intelligence, Board of National Coal Board (800,000 employees)
(b) Para-academic, prolific writer, Visiting Professor at Lancaster University, aged 85
Approach ‘I have spent my life in practising the law and helping to administer
public and private affairs; and I have thus had opportunity to observe and take part in the making of policy. The more I have seen of this, the more insistent has been the challenge to understand it both as a mental activity and as a social process, for it seems strange and dangerous that something so familiar and apparently important should remain so obscure. My enquiry into it has led me further than I expected. I have had to question sciences in which I am not professionally qualified and sometimes to supply my own answers, when theirs seems so ambiguous, inconsistent or absent. I present the result with humility but without apology. Even the dogs may eat of the crumbs which fall from the rich man’s table; and in these days, when the rich in knowledge eat such specialized food at such separate tables, only the dogs have a chance of a balanced diet’.
Reflections