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Assimilation Assimilation CapacityCapacity Understanding Understanding

the Limits of the Limits of Organizational ChangeOrganizational Change

EME 6636 - A Systems EME 6636 - A Systems Approach to the Management of Approach to the Management of

ChangeChange

Week 9, Unit 3Week 9, Unit 3

Tony Artino, Scott Dinho, & John Tony Artino, Scott Dinho, & John GibbsGibbs

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OverviewOverview

• Assimilation CapacityAssimilation Capacity• Cognitive LoadCognitive Load• The Nature of ChangeThe Nature of Change• Future ShockFuture Shock• Maximizing Organizational Maximizing Organizational

NimblenessNimbleness

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DefinitionsDefinitions

AssimilationAssimilation: The process we use to : The process we use to adjust to the positive or negative adjust to the positive or negative implications of a major shift in our implications of a major shift in our expectations (Stevens, 2001).expectations (Stevens, 2001).

CapacityCapacity: The finite reservoir of : The finite reservoir of physical, intellectual, psychological physical, intellectual, psychological and/or emotional resources drawn upon and/or emotional resources drawn upon by an individual or organization in by an individual or organization in order to perform a task (Conner, 1998).order to perform a task (Conner, 1998).

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DefinitionsDefinitions

Assimilation CapacityAssimilation Capacity:: The finite The finite reservoir of physical, intellectual, reservoir of physical, intellectual, psychological and/or emotional psychological and/or emotional resources available to adjust to the resources available to adjust to the positive or negative implications of a positive or negative implications of a major shift in our expectations. major shift in our expectations.

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Assimilation CapacityAssimilation Capacityin Other Areasin Other Areas

• Assimilation capacity also extends to Assimilation capacity also extends to other system that undergo rapid other system that undergo rapid change from outside sources:change from outside sources:– Water waste assimilation capacityWater waste assimilation capacity

• New York State Department of EnvironmentNew York State Department of Environmental Conservational Conservation

– Crop Nutrient assimilation capacityCrop Nutrient assimilation capacity• http://saline.http://saline.missourimissouri..eduedu

/documents/nutrient//documents/nutrient/cropassimcropassim..htmhtm

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Cognitive Load TheoryCognitive Load Theory

• Cognitive load refers to the total Cognitive load refers to the total amount of mental activity imposed amount of mental activity imposed on working memory at an instance in on working memory at an instance in time (Cooper, 1998).time (Cooper, 1998).

• Mental activity affected by:Mental activity affected by:– Preexisting schemasPreexisting schemas– Informational complexityInformational complexity– Instructional presentation (Sweller, Instructional presentation (Sweller,

1994)1994)

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Principles of Cognitive Load Principles of Cognitive Load TheoryTheory

• The fundamental principles of cognitive load The fundamental principles of cognitive load theory rest upon the following argument:theory rest upon the following argument:

– Working memory is extremely limited.Working memory is extremely limited.

– Long-term memory is essentially unlimited.Long-term memory is essentially unlimited.

– The process of learning requires working memory The process of learning requires working memory to be actively engaged in the comprehension (and to be actively engaged in the comprehension (and processing) of instructional material to encode to-processing) of instructional material to encode to-be-learned information into long-term memory.be-learned information into long-term memory.

– If the resources of working memory are exceeded, If the resources of working memory are exceeded, learning will be ineffective (Cooper, 1998).learning will be ineffective (Cooper, 1998).

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Comparing Assimilation Comparing Assimilation Capacity and Cognitive Capacity and Cognitive

LoadLoad• Assimilation CapacityAssimilation Capacity

– Ability to incorporate new changes Ability to incorporate new changes to a systemsto a systems

• Cognitive Load TheoryCognitive Load Theory– Ability to handle new contentAbility to handle new content

• OverlapOverlap– Learning is a form of changeLearning is a form of change

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ChangeChange

““Change has considerable psychological impact Change has considerable psychological impact on the human mind. To the fearful, change is on the human mind. To the fearful, change is threatening because it means that things may threatening because it means that things may get worse. To the hopeful, change is get worse. To the hopeful, change is encouraging because things may get better. encouraging because things may get better. To the confident, change is inspiring because To the confident, change is inspiring because the challenge exists to make things better.”the challenge exists to make things better.”

--King Whitney, Jr.--King Whitney, Jr.

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The Nature of ChangeThe Nature of Change

• Change is not a discrete event that occurs in Change is not a discrete event that occurs in a linear process.a linear process.

• Instead, it unfolds at many different levels Instead, it unfolds at many different levels simultaneously.simultaneously.

• That said, change typically unfolds in patterns That said, change typically unfolds in patterns that can be predicted and understood.that can be predicted and understood.

• By anticipating how the organization will By anticipating how the organization will react to change, specific actions can be taken react to change, specific actions can be taken to facilitate progress through change to facilitate progress through change (Conner, 1993).(Conner, 1993).

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Change Has Changed!Change Has Changed!

Leaders’ views of the future of their organizations has Leaders’ views of the future of their organizations has shifted. In the early 1970s, corporate America was shifted. In the early 1970s, corporate America was split as follows:split as follows:No change:No change: 60%60%Sporadic, incremental change:Sporadic, incremental change: 35%35%Continuous, overlapping change:Continuous, overlapping change: 5%5%

In the intervening years, the figures have been reversed In the intervening years, the figures have been reversed (1992):(1992):No change:No change: 1%1%Sporadic, incremental change:Sporadic, incremental change: 24%24%Continuous, overlapping change:Continuous, overlapping change: 75%75%

(Stevens, 2001)(Stevens, 2001)

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How Humans React to How Humans React to ChangeChange

People People have a have a strong strong

need for need for controlcontrol

This need This need can be can be met by met by

dictating dictating or at least or at least anticipatinanticipatin

g their g their futurefuture

Specific Specific expectatioexpectatio

ns are ns are established established based on based on what can what can

be dictated be dictated or or

anticipatedanticipated

When perceived When perceived reality matches reality matches expectations, a expectations, a sense of control sense of control

is achieved and a is achieved and a form of form of

equilibrium is equilibrium is generatedgenerated

When perceived When perceived reality does not reality does not

match match expectations, the expectations, the feeling of control feeling of control

is lost and is lost and people must people must adjust to the adjust to the changes they changes they

were unprepared were unprepared to faceto face

(Simpson, 2002)

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The Speed of ChangeThe Speed of ChangeIndividualIndividual

• Individuals are designed to move Individuals are designed to move through life at a unique pace that through life at a unique pace that allows them to absorb the major allows them to absorb the major changes they face. changes they face.

Change Demand

Assimilation

Capacity

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The Speed of ChangeThe Speed of ChangeOrganizationalOrganizational

• Organizations also have an inherent Organizations also have an inherent capacity for assimilating the demands for capacity for assimilating the demands for change.change.

• Generally speaking, organizations tend to Generally speaking, organizations tend to move more slowly than individuals.move more slowly than individuals. Change

DemandAssimilati

on Capacity

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Bottom Line…Bottom Line…

• An organization is most effective and An organization is most effective and efficient when it is moving at a speed that efficient when it is moving at a speed that allows it to appropriately assimilate the allows it to appropriately assimilate the changes it faces.changes it faces.

• This is the speed at which an organization This is the speed at which an organization can recover from a disruption in can recover from a disruption in expectations (i.e. assimilate change) with expectations (i.e. assimilate change) with a minimum of dysfunctional behavior a minimum of dysfunctional behavior (Conner, 1993).(Conner, 1993).

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Exceeding Assimilation Exceeding Assimilation CapacityCapacity

• When the level of change demand exceeds When the level of change demand exceeds the organization’s assimilation capacity, the organization’s assimilation capacity, dysfunctional symptoms will begin to dysfunctional symptoms will begin to surface.surface.

Change Demand

Assimilation

Capacity

Future Shock!

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Consequences of Future Consequences of Future ShockShock

Low Levels of DysfunctionLow Levels of Dysfunction

• Brief irritation, may divert attention from workBrief irritation, may divert attention from work• Decreased honesty and directnessDecreased honesty and directness• Poor communication and reduced levels of Poor communication and reduced levels of

trusttrust• Defensive and blameful behaviorDefensive and blameful behavior• Reduced risk-takingReduced risk-taking• Poor decision-makingPoor decision-making• Increased conflict with co-workersIncreased conflict with co-workers• Decreased team effectivenessDecreased team effectiveness• Inappropriate outbursts at the officeInappropriate outbursts at the office• Venting job frustrations at home (Stevens, Venting job frustrations at home (Stevens,

2001)2001)

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Consequences of Future Consequences of Future ShockShock

Extreme Levels of DysfunctionExtreme Levels of Dysfunction• Malicious complianceMalicious compliance• Overt blocking of company tasks or Overt blocking of company tasks or

proceduresprocedures• Covert undermining of leadershipCovert undermining of leadership• Actively promoting a negative attitude Actively promoting a negative attitude

in othersin others• StrikesStrikes• SabotageSabotage• Chronic depressionChronic depression• Substance abuse or other addictive Substance abuse or other addictive

behaviorsbehaviors• Physical or psychological breakdownsPhysical or psychological breakdowns• Family abuseFamily abuse• Suicide (Stevens, 2001)Suicide (Stevens, 2001)

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Keeping Change in Keeping Change in BalanceBalance

Maximizing Organizational NimblenessMaximizing Organizational Nimbleness

• Increase Assimilation Increase Assimilation CapacityCapacity

– Increase change Increase change knowledgeknowledge

– Maximize Maximize organizational organizational resilienceresilience

Change Demand

Assimilation

Capacity

OR

• Decrease Change Decrease Change DemandDemand

– Make good change Make good change decisionsdecisions

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Decreasing Change Decreasing Change DemandDemand

Making Good Change DecisionsMaking Good Change Decisions

• Assess Assess organization’s organization’s capacity for changecapacity for change

• Identify change Identify change initiativesinitiatives

• Delay or cancel Delay or cancel initiatives that are initiatives that are not “business not “business imperatives”imperatives”

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Increasing Assimilation Increasing Assimilation CapacityCapacity

Increasing KnowledgeIncreasing Knowledge

• Build awareness, understanding, and Build awareness, understanding, and skill related to coping with change skill related to coping with change initiatives.initiatives.

• Prepare individuals for impending Prepare individuals for impending changes. changes.

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• ResilienceResilience: The ability to : The ability to demonstrate both strength and demonstrate both strength and flexibility in the face of flexibility in the face of overwhelming disorder.overwhelming disorder.

• Resilient people/organizations have Resilient people/organizations have the ability to absorb high levels of the ability to absorb high levels of change while displaying minimal change while displaying minimal dysfunctional behavior (Conner, dysfunctional behavior (Conner, 1993).1993).

Increasing Assimilation Increasing Assimilation CapacityCapacity

Maximizing Organizational ResilienceMaximizing Organizational Resilience

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SummarySummary

• Assimilation CapacityAssimilation Capacity• Cognitive LoadCognitive Load• The Nature of ChangeThe Nature of Change• Future ShockFuture Shock• Maximizing Organizational Maximizing Organizational

NimblenessNimbleness

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ReferencesReferencesConner, D. R. (1993). Conner, D. R. (1993). Managing at the Speed of Change: How Resilient Managers Managing at the Speed of Change: How Resilient Managers

Succeed and Prosper Where Others FailSucceed and Prosper Where Others Fail. New York: Villard Books. . New York: Villard Books.

Conner, D. R. (1994). Bouncing Back. Retrieved October 10, 2003 from Conner, D. R. (1994). Bouncing Back. Retrieved October 10, 2003 from http://www.odrinc.com/new/pdf/Bouncing%20Back.pdf. http://www.odrinc.com/new/pdf/Bouncing%20Back.pdf.

Conner, D. R. (1997). Change Management and Human Due Diligence. Retrieved Conner, D. R. (1997). Change Management and Human Due Diligence. Retrieved October 10, 2003 from October 10, 2003 from http://www.bcpublicservice.ca/awards/ai/ai_index/Change/change_management.html.http://www.bcpublicservice.ca/awards/ai/ai_index/Change/change_management.html.

Conner, D. R. (1998). Focus on Change Capacity. ODR Research News. Retrieved Conner, D. R. (1998). Focus on Change Capacity. ODR Research News. Retrieved October 9, 2003 from http://www.odrinc.com/new/pdf/odrnews3.pdf. October 9, 2003 from http://www.odrinc.com/new/pdf/odrnews3.pdf.

Cooper, G. (1998). Research into Cognitive Load Theory and Instructional Design at Cooper, G. (1998). Research into Cognitive Load Theory and Instructional Design at UNSW. Retrieved October 12, 2003 from UNSW. Retrieved October 12, 2003 from http://education.arts.unsw.edu.au/CLT_NET_Aug_97.HTML.http://education.arts.unsw.edu.au/CLT_NET_Aug_97.HTML.

Simpson, E.G. (2002). Workshop on University Management. Retrieved October 12, 2003 Simpson, E.G. (2002). Workshop on University Management. Retrieved October 12, 2003 from www.uga.edu/ihe/tuheljske/Theme%20I%20-%20Current%20Trends.ppt. from www.uga.edu/ihe/tuheljske/Theme%20I%20-%20Current%20Trends.ppt.

Stevens, A. (2001). Embracing change in your organization. Retrieved October 10, 2003 Stevens, A. (2001). Embracing change in your organization. Retrieved October 10, 2003 from http://www.mfc.org.pl/doc/bratislava01/B3-Steva-AnnaStevens-presentation.doc.from http://www.mfc.org.pl/doc/bratislava01/B3-Steva-AnnaStevens-presentation.doc.

Sweller, J. (1994). Cognitive Load Theory, Learning Difficulty, and Instructional Design. Sweller, J. (1994). Cognitive Load Theory, Learning Difficulty, and Instructional Design. Retrieved October 12, 2003 from Retrieved October 12, 2003 from http://campus.fsu.edu/courses/1/EME6636.fa03.web_cohort1/content/_145765_1/http://campus.fsu.edu/courses/1/EME6636.fa03.web_cohort1/content/_145765_1/Sweller1.pdf.Sweller1.pdf.