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A hi i T f ti l ChAchieving Transformational Change Big Bang?
or Incremental Progression?
Ian SmithManager - Administrative Change ProgramManager Administrative Change Program
ChangeChange …
one of the key themes of this conference
challenging to achieve - especially in universities (by nature of their character)
many get it wrong - 50% to 70% of change efforts fail … (Kotter, 1995; Balogun & Hailey, 2004;
Change focus of this discussionChange … focus of this discussion
“bi b ” ti htl l d & t t d“big bang” – tightly planned & structured change?
iterative adaptive approach to change ?
an analogy for understanding / approaching change - Haidt & Heath’s elephant & rider
two frameworks for understanding / approaching
Focus of this discussionFocus of this discussion …two experiences of incremental / iterative o e pe e ces o c e e a / e a echange – La Trobe & Yale
what can we see from these
– achievements
lessons / risks / dangers– lessons / risks / dangers
ChangeChange …
“Like a person riding atop an elephant …”
Rider & elephant …Rider & elephant … analytical, logical, planning, rider decides y g p g“this is the way I want to go” - sets off.
rider can try to lead elephant in desired direction …however, the elephant winsdirection …however, the elephant wins any contest of wills!
And universities are very wilful elephants”!tensions - collegiality / managerialism
academic method – debate, test evidence, argue result: continually contestableargue ... result: continually contestable “agreements”
culture – collaboration? hierarchy?…academic loyalty: discipline first – then to
Change just a plan awayChange – just a plan away …
d t b /bwe need to be/become …
– “automated rather than paper driven”
“l th th l d”– “lean rather than layered”
“ t t i l d i i t ti ”– “more strategic - less administrative”
now, if we can just find the right plan (and
Just a plan away” thinking … leads o the “big bang” approach
just do this this and this …
in this sequencein this sequence …
bingo! realise the benefits!
Kotter 8 step model linearKotter - 8 step model - linear urgency - changeurgency changepowerful coalition - guide & leadvision - organisation’s futurecommunicate - vision widely / repeatedly empower people - to act plan for visible improvement / quick winsplan for visible improvement / quick winsconsolidate improvements institutionalise new approaches
Doppelt - 7 interventions – a “wheel”
CHANGE
Doppelt 7 interventions a “wheel”Doppelt - 7 interventions – a wheel
Disrupt dominant mindsets establish need forDisrupt dominant mindsets - establish need for changeRearrange parts of the systemRearrange parts of the system Alter system goals - create a visionRestructure rules of engagementRestructure rules of engagement Shift information flows – communicate vision, strategies, actionsstrategies, actionsCorrect feedback loops – encourage & reward learning & innovationgAdjust / align system parameters
Advice from the HeathsAdvice from the Heaths…
direct the rider - find what works, script key moves point the waymoves, point the way
motivate the elephant tap emotion for changemotivate the elephant – tap emotion for change, shrink the task, grow people’s capacity
shape the path – adjust/align environment, build habits, rally and encourage the “herd”, y g
Two case studies - incremental hangeL T b U i it f iLa Trobe University – reforming administrative and professional functions: Administrative Change Program 2008 -2010
Yale University - standardizing businessYale University - standardizing business processes, professionalising management: Pro-buy & Expense Management SystemPro-buy & Expense Management System 2003 - 2005
La Trobe in 2007/8La Trobe in 2007/8 …underperforming
tt ti t d t / h f di– attracting students / research funding
diff d i l & k i t hidiffused curriculum & weaknesses in teaching
l i h / il d d i i t tisluggish / siloed administration
hi t t ll d / i ff ti h ff thistory – stalled / ineffective change efforts
b d t d fi it (2006/7)budget deficit (2006/7)
Change at La Trobe – broad and nterlinked
a Trobe administrative / professional ervices - what we set out to doimprove administrative / professional/technical servicesimprove administrative / professional/technical services
reduce organisational services ‘silos’ - better integratereduce organisational services silos better integrate services
improve quality of services & service ethos
establish ongoing review - processes, systems, performance
to better support the University’s academic
a Trobe administrative/professional ervices - approach to reform
f ti l ( t di i i l / f lt ) ffunctional (not divisional / faculty) focus -crossing existing organisational boundaries
U i it t d li it d f t lUniversity centred - limited use of external consultants - avoided “black box” solutions
emphasised consultation communicationemphasised consultation, communication, engagement
a Trobe what can we say we achieved?a Trobe - what can we say we achieved?
some direct change
– practical, tangible change - roles and structures, functional alignmentsstructures, functional alignments
some more subtle / holistic
– shifts in organisational attitudes, modes of k f thi ki & ki
a Trobe what achieved practical?a Trobe - what achieved - practical?
deliberately crossed organisationaldeliberately crossed organisational boundaries - broke down (some) organisational silos - made connectionsorganisational silos made connections
t d b tt d t di / kipromoted better understanding/working -function to function & function to faculties
worked to connect academic &worked to connect academic & professional functions
a Trobe what achieved practical ?a Trobe - what achieved - practical ?
significant revision to organisational structures & roles
700+ staff positions 48% of700+ staff positions – 48% of administrative/ professional/technical positions - in some way changed
a Trobe what achieved holistically?a Trobe - what achieved – holistically?
brought change onto agenda
disrupted / challenged established ways of thi ki & kithinking & working
involved people - thinking why, where, how things might be changed makinghow things might be changed – making change
a Trobe what worked well?a Trobe - what worked well?
leadership & management – senior & functionleadership & management senior & function level
communication regular wide honest variedcommunication – regular, wide, honest, varied
working outside the “silos”
taking time - careful consideration, engagement, testing/proving = credibilitytesting/proving credibility
wide/extended consultation & reacting to the organisational “pulse”organisational pulse
d i thi ki & k l h
a Trobe what worked less well?a Trobe - what worked less well?wide/extended consultation = wide/extended debate & contestation!
“we agree in concept, but …”we agree in concept, but …
controlling / focussing / concluding consultation?g g g
“tribal” behaviours territory defencetribal behaviours – territory defence
La Trobe-centred / working-within approachLa Trobe centred / working within approach (sometimes) = not enough pushing / challenging
a Trobe some views within the Universitya Trobe - some views within the University …
“It feels like change is underway now – butIt feels like change is underway now but it feels like it’s not finished”
“Focus should shift from organisation charts to continuous improvement ofcharts to continuous improvement of administrative processes”
“Services: improving, silos: dissolving, service culture: emergingservice culture: emerging Overall, improved - but still a way to go”
Change at Yale - where they were -where they wanted to get to
Y l h d i 2003Yale had in 2003 –– projected budget shortfall
i l d t li d / t d d b i– excessively decentralised / non-standard business processes
Yale wanted -– standardised business processes– standardised business processes– professionalised management function– to implement Pro-buy & Expense Managementto implement Pro buy & Expense Management
System
Change at Yale change dynamicsChange at Yale - change dynamics
loosely coupled - highly decentralised organisationorganisation
“100 departments = 100 variations on a theme”theme
distrust of central administration
Change at Yale change dynamicsChange at Yale - change dynamics
tensions – collegiality vs. professional managementmanagement
unwillingness to abandon old systems / ways of workingways of working
“shadow” cast by previous fraught major
Change at Yale - some of the problems
l k f l d t / th it tlack of clear mandate / authority to implement change
lack of clear outcomes / targets / deadlineslack of clear outcomes / targets / deadlines
& fno dedicated change team & focus
slow / irregular / ad hoc action to
Change at Yale - some of the problems …
hard & slow to get acceptance of changes
unwillingness to abandon old systems / f kiways of working
fixing business processes and automatingthem at the same timethem at the same time
Change at Yale - some of the problems
passive resistance – appearing to change - in reality noty
ll i lit f i l tcollegiality vs. professional management
impact of the “shadow” (previous project implementation)implementation)
Change at Yale - observations -what worked well?
f l i i t i b k t l k lti lpurposeful viewing - stepping back to look – multiple lenses / frames
recognising incremental change as complex / messy
tailoring to organisational complexity
recognising universities as “organised anarchy” –learning to lead within thatlearning to lead within that
Change at Yale - observations -what achieved?
i l t d EMS & P bimplemented EMS & Pro-buygot better at fixing / streamlining business g g gprocess – then only then, automating
moved from sense of overwhelming task –to “yes, can do this – we can change”
established a degree of respect for “ t”“management”
Why/when an incremental approach o change?i t l h t lit fincremental approach – accepts reality of organisational complexity
recognises complexity & dynamics – especiallyin university context - works with thosein university context works with those
avoids simplistic “big bang” change prescriptionsavoids simplistic big bang change prescriptions – illusion of speed & action
allows for time to step back - observe, analyse, th t
Why/when an incremental pproach?
“change!” a war word – threatening word - for many
talking about change can build resistance
fewer big/loud speeches about change - more getting on with change
making incremental change – working with the willing
incremental & iterative change = potentially
Dangers / risks in long term –ncremental change
h i k i t l t llchange - quick or incremental - can stall …
t / lli t h i i– urgent / compelling reason to change – vision for changed future – can be lost or dissipated
t ddl d– messages can get muddled– that which excites people can get lost /
di i t ddissipated– will to keep working to change can flag
incremental change risk exacerbated?
Dangers/risks - incremental change..
incremental change can reduce - but alsoincremental change can reduce but also elongate - pressures of change
change fatigue – loss of enthusiasm, disappointment and disengagement
loss of focus & priority - “death by 1,000 i iti ti ”initiatives”
i t l h d t di /incremental approach = understanding scope / size / complexity but also extends possibility of
Dangers/risks incremental changeDangers/risks - incremental change..
can be harder to recognise the changescan be harder to recognise the changes that people have worked to make
harder in long haul to measure… harder in long haul to measure progress (people forget …)
harder to track accountability for… harder to track accountability for implementing long term / incremental
Dangers/risks incremental changeDangers/risks - incremental change..
capacit of organisational c lt re to killcapacity of organisational culture to kill change - longer = increased capacity!
scope for change resistance especiallyscope for change resistance – especially passive – increases longer term
more scope for drifting back to old ways ofmore scope for drifting back to old ways of working
Blending incremental with “big bang”?
there is a place for quick and purposefulthere is a place for quick and purposeful action ….
i i tin some circumstances
use “big bang” sparingly - remember the long implementation “tail”long implementation tail
/mix long term planning / thinking with i k f l ti h / h
Remember elephant & riderRemember - elephant & rider …d ’t j t di t i l di ti t kdon’t just direct … simply directing wont work…
n any contest of wills,he “elephant” wins!he “elephant” wins!
