7012 EHR

ORGANISATIONAL CHANGE

TRIMESTER 1, 2018

Coordinator: A/Prof Alannah Rafferty

LEARNING JOURNAL 2018

Table of Contents
LEARNING JOURNAL 2018 1
What is a Learning journal? 3
Weight and Marking Criteria for the Learning Journal 4
Submission 4
Learning Journal for Seminar 2: Entry & Contracting & Data Gathering. 5
Learning Journal for Seminar 3: Diagnosis I. 7
Learning Journal for Seminar 4: Diagnosis II. 9
Learning Journal for Seminar 5: Change Attitudes. 10
Learning Journal for Seminar 6: Change leadership 12
Learning Journal for Seminar 7: Self-reflection 14
Learning Journal for Seminar 8: Change Interventions. 19
Learning Journal for Seminar 9: Evaluation & Institutionalisation of Change. 20
Learning Journal for Seminar 10: Systems Thinking and Organisational Capabilities. 22
Learning Journal for Seminar 11: Strategic Change. 24

What is a Learning journal?

A learning journal, sometimes called a learning log or reflective journal is a personal record of
your learning experiences. Reflective writing encourages you to consider and comment on your
learning experiences—not only WHAT you've learned, but HOW you learned it.

Self- Reflection
The best way to improve your capability to manage yourself and others at work is through
practice. Practice in real settings (e.g., your study team, your workplace), as well as planning and
thinking through various scenarios (e.g., your idea job, learning from watching others) are both
valuable.

What is reflection?
Reflection is:
 A form of personal response to experiences, situations, events or new information; and
 A 'processing' phase where thinking and learning take place.

Before you can begin to assess the words and ideas of others, you need to pause and identify and
examine your own thoughts. Doing this involves revisiting your prior experience and knowledge
of the topic you are exploring. It also involves considering how and why you think the way you
do. The examination of your beliefs, values, attitudes and assumptions forms the foundation of
your understanding.

Reflective thinking demands you to recognise that you bring valuable knowledge to every
experience. It helps you to recognise and clarify the important connections between what you
already know and what you are learning. It is a way of helping you to become an active, aware
and critical learner.
Reflecting helps you to:
Clarify what you have studied;
Integrate new knowledge with previous knowledge;
Identify the questions you have; and
Identify what you have yet to learn.

To reflect on mistakes and successes

Reflecting on mistakes can help you avoid repeating them. At the same time, reflecting on your
discoveries helps identify successful principles to use again.

The learning journal exercises are designed to encourage your participation in the seminars by
getting you to actively engage with the readings and the seminar material.

Weight and Marking Criteria for the Learning Journal

There are Learning Journal entries for 10 weeks (Weeks 2-11). The Learning Journal as a whole
is worth 35. Each learning journal is worth 3.5 marks each.

Up to 1.5 marks can be allocated for completing the Learning Journal entry. To receive this
mark, the Learning Journal entry needs to be clearly written / presented, adhering to instructions,
and correctly answering the questions. The remaining 2.0 marks may be allocated if the entry is
of high quality. This includes providing evidence of critical reflection on material raised in
seminars.

Submission
Students need to keep a copy of every week’s Learning Journal entry. Students are required to
submit a copy of their learning journal THREE TIMES THROUGHOUT THE SEMESTER.

 Week 4: hand in learning journal for Seminars 2, 3, and 4.

 Week 8: hand in learning journal for Seminars 5, 6, 7, and 8.
 Week 11: hand in learning journal for Seminars 9, 10, 11.
Failure to submit your learning journal three times throughout the semester means that you will
receive a fail grade for this assessment.

Seminars are designed to be an interactive forum to deepen your learning about the frameworks
and theory covered in seminars and required reading. We know from the research on groups that
the quality of discussion, learning and decision making is vastly improved when individuals
prepare for group meetings. Thus, we ask you to come to seminars prepared.

A COPY OF THE LEARNING JOURNAL IS PROVIDED ON MOODLE.

Learning Journal for Seminar 2: Entry & Contracting & Data Gathering.

1. Identify three learning goals you would like to achieve in this course (e.g., understand
what “good” change leadership involves) and how you are going to ensure that you
 achieve these goals by the end of the course. Identify two specific and achievable
strategies that you are going to use to meet these learning goals.

2. An important goal of this course is to encourage your ability to self-reflect on your

learning experiences. Identify two specific strategies that you are going to use to ensure that you
are actively reflecting on your learning experiences throughout this course.
 Learning Journal for Seminar 3: Diagnosis I.

1. Explain what the learning diagnosis model involves, its assumptions, and when it would
be appropriate to use this model.

Michael Beer & Bert Spector explains learning diagnosis Model is such model in which
“the diagnostic process is a part of large scale organisational revitalization effort”. In
other words Learning Diagnosis is an investigative process which involves members of
organisation on the basis of patterns of behaviour, basic values and assumptions. All
three fundamentals involves company core customers (internal or external), and
consultant is used to execute the diagnosis process.
The purpose of learning diagnosis is to equip the organisational members with
willingness, skills and ability to address the unwanted stuff. All this can be achieved
through three key elements of process.
a. Consultant role
b. Top management sponsors
c. Data collection and action on collected data.

Assumption are used in this model at different stages, like in first element on consultant
role, we are assuming that correct consultant will be hired or selected, secondly we
assume that consultant will have the knowledge and understanding of the problem to lead
the learning diagnosis process. Consultant has the capability to guide the best possible
solution for the organisation.
In the second element of Sponsorship role, assumptions about top management that they
have the attitude and ability to adopt organisational changes recommended after the
diagnosis.
In the third and most important in terms of assumptions is data collection, discovery and
feedback loop. Assumptions will be used in the collection of data, which type and size of
data required, all data may not give the correct result so assuming correct size and portion
is vital in diagnosis process, assumptions are also used that members of organisation will
give the correct data which will enable the diagnosis to find the correct pattern and
behaviour.

In this fast changing world with intense global competition, organisations need to adopt
and change their behaviour and pattern according to customer needs. One who are not
 doing this are quickly erased by the market, so all organisation must have an ongoing
Learning diagnosis process which encourages the management to learn continuously,
look for solution to improve the system, motivate the management, encourage them to
address the issue which they normally avoid to tackle.
2. Based on your reading of Seidman’s (1998) paper, what are the three most important
techniques/skills that you need to master in order to effectively use interviews to gather data.
Explain these three techniques in detail below.
Seidman explains three most important techniques in his journal “Technique Isn’t Everything,
But It Is a Lot”. According to Seidman ‘Listening’ is the most import skills in interviewing and
interviewer must listen on 3 levels.

1. First Level: Interviewer must listen with full concentration and attention what participant
is saying. Interviewer should focus his listening to the material to make sure what they
are listening from participant is in detail and answering the question what they have
asked. This will enable them to ask question from that material later in that interview.

2. Second Level: In the second level interviewer must listen to “Inner voice” (George
Steiner 1978). There are two type of voices inner and outer/public voice. Outer or public voice
which participant normally use when we ask them any questions in an interview, like ‘Any
weaknesses of participant which they overcome at work and later use to their advantage’.
Participant on such typical questions uses their outer or public voice, due to defence mechanism
of theirs. However they do give interview some clues by using different words in their answer
which interview should listen carefully and should ask to explain. By listening to language
attentively interview can dig into inner voice of the participant.

3. Third Level: Seidman describe that in the third level that interviewer should listen like a
good teacher in a classroom. Interviewer must listen, while remaining aware of the interview
process, keeping a check on the substance covered what is left, how much time is left and energy
level of the participant. Interview must listen carefully in order to catch the clues from the
participants which can be used to move the interview forward.

This only shows that interviewer need focused listening, and above three level of listening will
give him all the required data and clues which interviewer need to assess the participant. This
will enable them to pick clues to excavate participant inner voice, rather than listening to normal
standard answers.
 Learning Journal for Seminar 4: Diagnosis II.

1. Explain what the functional diagnostic model involves, its assumptions, and when it would
be appropriate to use this model.
There are certain dysfunctional behaviour pattern exist within organisation which are directly
against the goal of organisations, Functional Diagnostic Model help organisation find those
pattern behaviours, tell why these behaviours exists and how to overcome them.
In the journal “Functions of Dysfunction” William A. Kahn highlights different aspects which
trigger such emotions or behaviour which result dysfunction patterns and procedures within
organisation. These are few experiences or emotions which lead to dysfunctional behaviour of a
member or group, Sadness, Guilt, Anger, Hopelessness, Fear, Anxiety, frustration and conflict.
The very first step to apply the functional diagnosis model to such organisation is to collect data,
and there are various methods to do that and few are mentioned below:
1. Observation: External consultant can observe the overall environment, behaviour of
members, procedures applied to carry out work to collect data.
2. Interview: Most effective and detailed way to find the issues and root case of problems
and collection of relevant data
3. Group Interview: It is also good way but people avoid speaking up their mind in public.
4. Survey: It is also a good way to collect data, however questionnaire must be design in
such a way that it gives all the required information.
5. Archival Record: It is also a good way to find the useful data about individuals, group or
certain department.

There are certain tools used to find the problem and achieve the accuracy of diagnosis, they are
mentioned below:
1. SWOT Analysis 2. Value chain analysis
3. 5W’s 4. Why-Why diagram
5. Fishbone diagram

In the diagnosis procedure and especially in data collection process, consultant has to use certain
assumptions and based on them he construct his entire procedure.
Assumption may involve that what type of data collection method may be suited for this type of
organisation, what data size will be accurate, do they have to consider external factors as well
organisational and staff personal/social/environmental, which are causing the problem, and many
other assumptions depend upon organisation and its issues.

The Functional diagnostic model can be used in any organisation, some organisations may need
detailed and intense overhaul of their procedures and its solutions require time and effort and
some organisation may require quick fix solution. The model will surely help organisation
members to work to best of their capacities by addressing problems which results in
dysfunctional patterns and irrational functions.
 Learning Journal for Seminar 5: Change Attitudes.

1. How do Herold, Fedor, and Caldwell (2007) define commitment to organisational

change? How does commitment to change differ to organisational commitment?

2. Identify three key ideas about commitment to change that are addressed in Herold, Fedor,
and Caldwell’s (2007) article.
3. What are two important practical implications of the Herold et al. (2007) paper for
managing change attitudes?

Learning Journal for Seminar 6: Change leadership

1. Interview a family member, friend, work colleague about a time that they have
experienced an organisational change. Focus on understanding the change leaders’
behaviour in this situation. Detail a brief description of the interviewee’s responses
below. Please provide some specific description and examples of the leader’s behaviours.
We will discuss these results in class.
2. Which of the leadership models that we used in class could you use to understand the
change leadership experienced by your interviewee? Describe this model and why it is
appropriate to consider the leader behaviour that your interviewee described.

Learning Journal for Seminar 7: Self-reflection

The goal of this learning journal is to increase your knowledge of yourself as a change agent.
Please read about what values are and then complete Schwartz’s (short version) value survey.
After this, you will be asked to consider how your values are likely to influence you as a change
agent.
Schwarz describes six main features of values:

1. “Values are beliefs linked inextricably to emotions. When values are activated, they
become infused with feeling”.
2. “Values refer to desirable goals that motivate action.”
3. “Values transcend specific actions and situations. … This feature distinguishes values
from norms and attitudes that usually refer to specific actions, objects, or situations.”
4. “Values serve as standards or criteria. Values guide the selection or evaluation of actions,
policies, people, and events. People decide what is good or bad, justified or illegitimate,
worth doing or avoiding, based on possible consequences for their cherished values. But
the impact of values in everyday decisions is rarely conscious. Values enter awareness
when the actions or judgments one is considering have conflicting implications for
different values one cherishes.”
5. “Values are ordered by importance relative to one another. People’s values form an
ordered system of priorities that characterize them as individuals.”
6. “The relative importance of multiple values guides action. Any attitude or behaviour
typically has implications for more than one value. … The tradeoff among relevant,
competing values guides attitudes and behaviors… Values influence action when they are
relevant in the context (hence likely to be activated) and important to the actor.”
The Schwartz theory of basic values identifies “ten basic personal values that are recognized
across cultures and explains where they come from.” They are:

1. “Self-Direction - Defining goal: independent thought and action--choosing, creating,

exploring.”
2. "Stimulation - Defining goal: excitement, novelty, and challenge in life."
3. "Hedonism - Defining goal: pleasure or sensuous gratification for oneself."
4. "Achievement - Defining goal: personal success through demonstrating competence
according to social standards."
5. "Power - Defining goal: social status and prestige, control or dominance over people and
resources."
6. "Security - Defining goal: safety, harmony, and stability of society, of relationships, and
of self."
7. "Conformity - Defining goal: restraint of actions, inclinations, and impulses likely to
upset or harm others and violate social expectations or norms."
8. "Tradition - Defining goal: respect, commitment, and acceptance of the customs and
ideas that one's culture or religion provides."
9. "Benevolence - Defining goal: preserving and enhancing the welfare of those with whom
one is in frequent personal contact (the ‘in-group’)."
10. "Universalism - Defining goal: understanding, appreciation, tolerance, and protection for
the welfare of all people and for nature."
The values are organized along two “bipolar dimensions” to “summarize the oppositions
between competing values”. As the figure above shows, “one dimension contrasts ‘openness to
change’ and ‘conservation’ values. This dimension captures the conflict between values that
emphasize independence of thought, action, and feelings and readiness for change (self-direction,
stimulation) and values that emphasize order, self-restriction, preservation of the past, and
resistance to change (security, conformity, tradition). The second dimension contrasts ‘self-
enhancement’ and ‘self-transcendence’ values. This dimension captures the conflict between
values that emphasize concern for the welfare and interests of others (universalism, benevolence)
and values that emphasize pursuit of one's own interests and relative success and dominance over
others (power, achievement). Hedonism shares elements of both openness to change and self-
enhancement.”
“Although the theory discriminates ten values, it postulates that, at a more basic level, values
form a continuum of related motivations. This continuum gives rise to the circular structure.”
There are two major methods for measuring the basic values: the Schwartz Value Survey and the
Portrait Values Questionnaire.

Reference: Schwartz, S. H. (2012). An Overview of the Schwartz Theory of Basic

Values. Online Readings in Psychology and Culture, 2, 1.

THE SHORT SCHWARTZ’S VALUE SURVEY

Information:
This short value scale is a shortened version of Schwartz’s Value Survey (SVS), which includes
57 value items that represent ten motivationally distinct values. The Short Schwartz's Value
Survey gives insight in the ten broad values, not in the 57 specific values

Reference: Lindeman, M. & Verkasalo, M. (2005). Measuring values with the Short Schwartz's
Value Survey. Journal of Personality Assessment, 85(2),170-178.

Instructions:
Please, rate the importance of the following values as a life-guiding principle for you. Use the
8-point scale in which 0 indicates that the value is opposed to your principles, 1 indicates that
the values is not important for you, 4 indicates that the values is important, and 8 indicates
that the value is of supreme importance for you.

The scale:
Oppo Not Import Of
sed to import ant suprem
my ant e
princi importa
ples nce
1. POWER (social power, authority, wealth) 0 1 2 3 4 5 6 7 8

2. ACHIEVEMENT (success, capability, ambition, 0 1 2 3 4 5 6 7 8

influence on people
and events)

3. HEDONISM (gratification of desires, enjoyment 0 1 2 3 4 5 6 7 8

in life, self-indulgence)

4. STIMULATION (daring, a varied and 0 1 2 3 4 5 6 7 8

challenging life, an exciting life)

5. SELF-DIRECTION (creativity, freedom, 0 1 2 3 4 5 6 7 8

curiosity, independence, choosing one's own
goals)
 6. UNIVERSALISM (broad-mindedness, beauty of 0 1 2 3 4 5 6 7 8
nature and arts, social justice, a world at peace,
equality, wisdom, unity with nature, environmental
protection)

7. BENEVOLENCE (helpfulness, honesty, 0 1 2 3 4 5 6 7 8

forgiveness, loyalty, responsibility)

8. TRADITION (respect for tradition, humbleness, 0 1 2 3 4 5 6 7 8

accepting one's portion in life, devotion,
modesty)

9. CONFORMITY (obedience, honoring parents 0 1 2 3 4 5 6 7 8

and elders, self-
discipline, politeness)

10. SECURITY (national security, family security, 0 1 2 3 4 5 6 7 8

social order, cleanliness, reciprocation of
favors)

***********
Questions
1. What are the values that are most important to you based on your results in the above
survey?
2. What are the implications of your value profile for you as a change agent? That is, how
are your values likely to influence how you behave as a change agent?

Learning Journal for Seminar 8: Change Interventions.

1. Robertson and Seneviratne (1995) examine the effectiveness of planned organisational

change in the public and private sectors. What are some features of public sector
organisations that may make it more difficult to implement change in this sector?

2. What do the results of this meta-analysis reveal about the effectiveness of planned
organisational change in the public and private sectors? Identify and explain three key findings
found in this article.

Learning Journal for Seminar 9: Evaluation & Institutionalisation of Change.

Nichols (1979) paper discusses how to evaluate the success of organisational change efforts.
Answer the following questions after reading Nicholas’ article.

1. How does Nicholas define evaluation of change?

2. What is an “impact model” and why is it important in evaluation research?

3. What measures of change “effectiveness” does Nicholas recommend researchers use

when evaluating change interventions and why?

Learning Journal for Seminar 10: Systems Thinking and Organisational

Capabilities.

1. How can we incorporate a systems approach when implementing the change implementation
process model (e.g., entry, contracting, diagnosis, feedback, evaluation)?
2. How do Christensen and Overdorf (2000) define organisational change capabilities? Why
are these capabilities important?

3. How can organisations develop organisational change capabilities?

Learning Journal for Seminar 11: Strategic Change.

1. How do Nadler & Tushman (1989) define an organisation’s strategy?

2. Describe what Nadler & Tushman (1989) mean when they talk about the “centrality”
principle”.

3. Describe the “investment and returns principle”.