Study On Managing Organizational Change Management Essay

Study On Managing Organizational Change Management Essay 1.1 Introduction According to the Future Administrative systems Team (University of Houston, 2004), managing change is a systematic process of taking into account the global conditions affecting an organization, as well as specific conditions in the organization. The change management methodology examines the current environment with respect to organization culture, communication, organization design, job design, infrastructure, personnel, skills and knowledge, people/machine interfaces, and incentive systems. Organizations are defined as systems comprising elements of formal organizational management and operations as well as elements of more informal aspects of organizational life (Senior and Fleming 2006). Several definitions of organizational change have been presented over the years, For example, Burnes (1996)  suggests that organizational change means the understanding of alterations within organizations at the broadest level among individuals, groups, and at the collective level across the entire organization. Managing change requires Methods and processes that assist individuals in adjusting constructively to new systems, procedures, processes, workflow, organizational relationships and other differences as they occur. Three important factors are acknowledged in the above definitions of change management the organizations culture, the people and communication. Managing change and liaising with stakeholders in order to perform change are integral parts of good staff and project management, but change is never easy to manage. The adoption and implementation of a new system will bring about change to any organization. Sometimes the changes required by an organization are likely to have incited the acquisition of the new system. Adoption of a new system can support a changed approach, but the system itself is not regarded as the change. The organization has to be prepared for the change in order not to be seen as the cause of the change thus preventing resentment and resistance which may lead to the failure of the system implementation. An example of this is the implementation of a Virtual Learning Environment (VLE) and Managed Learning Environment (MLE) in a university. Such environments are always part of an institutional strategy about learning and sharing knowledge, but a university cannot be converted to a different type of learning organization simply by implementing a VLE or MLE. The implementation of system projects must run in tandem with change projects. However, putting the responsibility on the implementers of the system is likely to result in the failure of the project. In the context of a system implementation, change management will require an institution to anticipate, prepare for, manage and undergo major organizational change from one state to a newer state. The change can be represented by: -The legacy system to the replacement system; -One organizational mission to extended institutional pursuits; -One infrastructure and set of skills to a different make-up; -Old business processes to new trading methods; -Decentralized ways of working to centralized functions; -One set of values to an adjusted collection of principles and standards; and/or -A known management approach to other styles of governance. Almost all people are nervous about change. Many will resist it consciously or subconsciously. Sometimes those fears are well founded the change really will have a negative impact for them. In many cases, however, the target population for the change will come to realize that the change was for the better (reference) The pace of change is ever increasing particularly with the advent of the Internet and the rapid deployment of new technologies, new ways of doing business and new ways of conducting ones life. Organizational Change Management seeks to understand the sentiments of the target population and work with them to promote efficient delivery of the change and enthusiastic support for its results. D.C. Brandenburg and C.V. Binder (1992) suggests that managing change requires Methods and processes that assist individuals in adjusting constructively to new systems, procedures, processes, workflow, organizational relationships and other differences as they occur. There are two related aspects of organizational change that are often confused. In Organizational Change Management we are concerned with winning the hearts and minds of the participants and the target population to bring about changed behaviour and culture. The key skills required are founded in business psychology and require people people. Organizational Design may be a specific objective of the project, for example where there is to be a reduction in the workforce, or it may just be a consequence of the changed business processes and technology. Organizational Change Management issues are often under-estimated or ignored entirely. Typically, the concept of organizational change is in regard to organization-wide change, as opposed to smaller changes such as adding a new person, modifying a program, etc. instances of firm-wide change might include a change in mission, restructuring operations (restructuring to self-managed teams, layoffs), new technologies, mergers, major collaborations, new programs such as Total Quality Management, re-engineering, etc. 2.0 Organisational Change and Transitions There are two approaches to organizational change, namely: Hard systems model for change Soft systems model for change The hard systems model for change (HSMC) definition of an organization is a stable, formal structure that takes resources from the environment and processes them to produce outputs (Laudon and Laudon, 2000) while the soft system model for change (SSMC) regard an organization as a collection of rights, privileges, obligations and responsibilities that are delicately balanced over time through conflict and conflict resolution (Laudon and Laudon, 2000). 2.1 Hard Systems Model for Change (HSMC) This approach has identified some classical schools. The classical school is a management perspective that emerged during the 19th and early 20th centuries that emphasized a rational, scientific approach to the study of management and sought to make organizations efficient operating machines (Daft, 2008). Some of the key players in the classical school include Frederick Taylor (1856-1915) who proposed the scientific management- a systematic method of determining the best way of getting a job done and specifying the skills needed to do it as well as the machine theory which dismissed the psychological aspects of behaviour because workers were regarded more like machines. The two methods had a clear division of tasks and responsibilities between workers and management. The scientific selection of people encouraged the selection of people with appropriate abilities to do newly designed job. Another major player was Henry, L. Gantt who developed the Gant chart used to measure planned and completed tasks at each stage of production. A good classical school is the Fordism. This involves the application of scientific management principles to workers jobs, installation of single purpose machine tools and assembly line with provision mass production and systems and control units. Other key players include Weber who identified bureaucracy as a legal rational type of authority and Fayol who listed planning, organizing, commanding, coordinating and controlling as the five basic management functions in administration. 2.2 Soft Systems Model for Change (SSMC) This approach has identified the problems with organizations, namely: Highly complex multi-dimensional have problems that are difficult to locate and define Need total solutions. Problems with organization can either be resolved, solved and dissolved (Ackoff, 1993). According to Ackoff, to resolve a problem involves the selection of an action that yields an outcome that is good enough. This approach relies on the use of common sense and to some extent, trial and error. This often used by most managers in decision making and is also called the clinical approach in dealing with messes because it involves reaching a consensus by a group of people on how to resolve a problem. This approach keeps most people happy and on board with the change but lacks analytical rigour in its formation of the objectives, thus, does not indicate how far the objectives of the change have been met. To solve a problem involves eschewing the use of common sense and base decisions on quantitative models like the use of scientific models rather than qualitative models. This is also called the research approach to mess management as it is likely to be used by scientific or technologically inclined managers. From the fore-going, the two approaches mentioned are limited in their capacity to plan and implement change hence, the suggestion of a third approach called the concept of dissolving a problem. To dissolve a problem involves changing the nature and/or the environment of the entity in which it is embedded so as to remove the problem (Ackoff, 1993). This approach is also called the design approach because problem dissolvers in addition to using the methods of problem resolvers and solvers seek to redesign the characteristics of the larger system containing the problem like changing the organizational structure, culture and processes. Only a few managers use this method and these are those that have the principal objective of development rather than growth or survival and who recognize it. 3.0 The Organizational development Process This approach identifies the importance of the people that make up the organization. It identifies that people at all levels of the organization are individually and collectively the drivers and engines of change. The assumption is that people perform better when they have high quality of life and that workers that are under-utilized are capable of contributing towards the goal of the organization if given the opportunity of taking more responsibilities. Paton and McCalman (2008) identified three concepts with respect to managing people and gaining their commitment to work in an organization: Organizations are about people Management assumptions about people often lead to ineffective design of organizations and this hinders performance. People are the most important asset and their commitment goes a long way in determining effective organization design and development. Total Systems Intervention (TSI), developed by Flood and Jackson (1991), is a meta-methodology that brings together a range of systems metaphors, a framework of systems methodologies, and various systems approaches to enable creative problem solving. In a process of TSI, systems metaphors are used to encourage creative thinking about organisations and the issues confronting managers. The discipline of Organizational Development has evolved over the past fifty years or so. Both French and Bell, describe organizational development asa long-term effort, led and supported by top management, to improve an organizations visioning, empowerment, learning, and problem-solving processes, through an ongoing, collaborative management of organization culture-with special emphasis on the culture of intact work teams and other team configurations-using the consultant-facilitator role and the theory and technology of applied behavioral science, including action research. (French Bell, 1999, pp. 25-26) On a practical day-to-day level, we think of OD as an ongoing, thoughtfully planned effort by all members of an organization to improve how that organization operates, serves its stakeholders, fulfills its mission, and approaches its vision. What are more compelling than the definition of Organizational Development are the underlying and continuously evolving philosophy and values of the discipline 3.1 Lewins three phase model of change Lewin (1951) proposed an extensively referred literature on change. It consists of three phases: Unfreezing Moving Refreezing Unfreezing involves shaking up of peoples habits of thinking and behaviour in order to create their awareness for need for change. This implies the change of the status quo by strengthening or weakening the forces that could push or maintain the change (Cummings and Worley, 2009). This might involve the selective promotion of employees or termination of employment (Goodstein and Burke, 1993). A good example is the case of Pitford College in Shire County. A member of staff was promoted to director of open and resource based learning (ORBL) while others had their responsibilities changed from teaching the students to tutoring students working in self service types of learning environment. Part of the unfreezing process was the consultation with the head of departments and decision makers to discuss new developments which were seen as challenging the status quo on education. Moving is the second stage of the Lewis change process and it involves making the actual changes that will move the organization to a new state. This includes the establishment of new strategies and structures to new ways of doing things. For example, In the Shire County, the ORBL involved a series of seminars on concepts of ORBL for staff. In addition, Pitford Collge, one of the other two colleges in the County, large new ORBL centres were built with multimedia teaching and learning facilities. Lewins final phase in the change process is the refreezing and this involves stabilizing or institutionalizing the changes. This involves making sure that new changes are secured and prevented from back sliding and may even involve the recruitment of new staff that are untainted with the old habits. The continual involvement and support of top management is very crucial and essential at this stage. Once the changes have been made, it is also important to reinforce the changes with symbolic actions and signs such as change of logos, building designs, forms of dress, and ways of grouping people to get work done. It is essential to continually collect data and feedback to track the progress of the change and to monitor the further change in the light of environmental changes. According to Senge (1990)  learning organizations  exists where people continually expand their capacity to create the results they truly desire, where new and expansive patterns of thinking are nurtured, where collective aspiration is set free, and where people are continually learning to see the whole together. The basic rationale for such organizations is that in situations of rapid change only those that are flexible, adaptive and productive will excel. For this to happen, it is argued, organizations need to discover how to tap peoples commitment and capacity to learn at all  levels

Mgt 500 Questions

Week 3 Discussion Questions: Personal Ethics Awareness Part 1: Mini-case Read the case provided at the end of this assignment. Then, answer the following questions based on this case. 1. The first step in ethical decision-making is recognizing an ethical issue. What are three questions that you could ask yourself to see if there’s an ethical issue at hand? Then, answer each of these three questions for the case provided. 2. The second step in ethical decision-making is getting the facts.What are three questions could you ask yourself to make sure that you have all of the facts? Then, answer each of these three questions for the case provided. Make sure that you include at least three courses of action. 3. The third step in ethical decision-making is to evaluate your three courses of action from various ethical perspectives. Pick any two of the ethical perspectives that are discussed in the text (e. g. , deontological, utilitarian, virtue). What does each of those perspectives say about each of your courses of action?Make sure to demonstrate that you understand the ethical perspective you are describing and to fully and clearly describe how each ethical perspective relates to each course of action 4. The fourth step in ethical decision-making is to make a decision and test it. Answer the following questions. 1. Given your assessment in Step 3, which course of action would you pick? Why? 2. If you told someone you respect why you chose this option, what would that person say? Part 2: Your Moral DNA Go to the webpage: https://profile. moraldna. org/user/register. php#. Take the Moral DNA test.Download your report and review it. In addition to your overall type (pg. 2), you will receive a score for Ethic of Care, Ethic of Obedience, and Ethic of Reason (pg. 4). 1. What type are you (e. g. , teacher, angel, enforcer, etc. )? What is your strongest moral philosophy (Highest score on Care, Obedience, or Reason)? Provide an example of a situation in which you fo llowed your strongest moral philosophy. Make sure to explain how your behaviors reflected your strongest moral philosophy. 2. What is your weakest moral philosophy (Lowest score on Care, Obedience, or Reason)?Your weakest moral philosophy is the philosophy that you are most likely to ignore when faced with an ethical dilemma. What are two questions that you could ask yourself to remind yourself to consider your weakest moral philosophy? 3. Review the three courses of action that you listed in Part 3 of the mini-case above. How do the three courses of action relate to the three different moral philosophies? Do they follow or ignore any of the moral philosophies? 4. Did you pick the course of action in Part 4A (above) that is most in line with your moral philosophy?Why or why not? Mini-Case You have worked for your boss for five years and he has become a trusted mentor and champion for you in the firm. Indeed, there is no one in the firm for whom you feel more respect or loyalty. You just met with him and, due to an unforeseen market downturn, he let you know of a proposed layoff that will affect one of the three people (Joe) who report to you. Because the decision has not been announced, and it will surely send shock waves through the firm, he asked that you absolutely not tell any of your subordinates.In fact, concerned that the information might get prematurely leaked he even says to you â€Å"it is critically important that no one know — can I count on you? ’ You agreed emphatically that he could. Unfortunately, the next morning you see Joe (who also coaches a little league team with you) and he is telling you that he and his wife had been accepted into an adoption process for a new child and he wanted to share his joy with you. He also had heard rumors of a layoff and says, sort of jokingly to you, I am not going to be laid off am I? We could never afford to take care of a new child without my income. What would you do?

Tulane University Acceptance Rate, SAT/ACT Scores, GPA

Tulane University is a private research university with an acceptance rate of 17%. Located in New Orleans, Louisiana, Tulane offers over 75 majors and minors within five undergraduate schools. Tulane is a member of the Association of American Universities, a select group of the countrys strongest research institutes, and has a chapter of  Phi Beta Kappa,  in recognition of its strengths in the liberal arts and sciences. Top applicants to Tulane can apply for one of several full and partial tuition scholarships. Students can apply using either the Tulane Application or the Common Application. The university offers both an Early Action and an Early Decision program that can improve admission chances for students who are sure the university is their top choice school. In athletics, the Tulane Green Wave competes in the NCAA Division I  American Athletic Conference. Considering applying to this highly selective school? Here are the Tulane University admissions statistics you should know. Acceptance Rate During the 2017-18 admissions cycle, Tulane University had an acceptance rate of 17%. This means that for every 100 students who applied, 17 were admitted, making Tulanes admissions process highly competitive. Admissions Statistics (2017-18) Number of Applicants 38,816 Percent Admitted 17% Percent Admitted Who Enrolled (Yield) 28% SAT Scores and Requirements Tulane requires that all applicants submit either SAT or ACT scores. During the 2017-18 admissions cycle, 23% of admitted students submitted SAT scores. SAT Range (Admitted Students) Section 25th Percentile 75th Percentile ERW 670 730 Math 680 760 ERW=Evidence-Based Reading and Writing This admissions data tells us that most of Tulanes admitted students fall within the top 20% nationally on the SAT. For the evidence-based reading and writing section, 50% of students admitted to Tulane scored between 670 and 730, while 25% scored below 670 and 25% scored above 730. On the math section, 50% of admitted students scored between 680 and 760, while 25% scored below 680 and 25% scored above 760. Applicants with a composite SAT score of 1490 or higher will have particularly competitive chances at Tulane. Requirements Tulane does not require the SAT writing section. Note that Tulane participates in the scorechoice program, which means that the admissions office will consider your highest score from each individual section across all SAT test dates. At Tulane, SAT Subject tests are optional; if an applicant chooses to submit Subject test scores, they will be considered by the admissions committee. ACT Scores and Requirements Tulane requires applicants to submit either SAT or ACT scores. During the 2017-18 admissions cycle, 77% of admitted students submitted ACT scores. ACT Range (Admitted Students) Section 25th Percentile 75th Percentile English 32 35 Math 27 32 Composite 30 33 This admissions data tells us that most of Tulanes admitted students fall within the top 7% nationally on the ACT. The middle 50% of students admitted to Tulane received a composite ACT score between 30 and 33, while 25% scored above 33 and 25% scored below 30. Requirements Note that Tulane does not superscore ACT results; your highest composite ACT score will be considered. Tulane does not require the ACT writing section. GPA In 2018, the average high school GPA for incoming Tulane freshman was 3.56. These results suggest that most successful applicants to Tulane University have primarily A and B grades. Self-Reported GPA/SAT/ACT Graph Tulane University Applicants Self-Reported GPA/SAT/ACT Graph. Data courtesy of Cappex.   The admissions data in the graph is self-reported by applicants to Tulane University. GPAs are unweighted. Find out how you compare to accepted students, see the real-time graph, and calculate your chances of getting in with a free Cappex account. Admissions Chances Tulane University has a highly competitive admissions pool with a low acceptance rate and high average SAT/ACT scores. However, Tulane has a holistic admissions process involving other factors beyond your grades and test scores. A strong application essay and glowing letters of recommendation can strengthen your application, as can participation in meaningful extracurricular activities and a rigorous course schedule. Applicants are expected to have a minimum of four years of English, three years of math, science, and social studies, and two years of a single foreign language. Students with particularly compelling stories or achievements can still receive serious consideration even if their test scores are outside Tulanes average range. In the graph above, the blue and green dots represent accepted students. You can see that the majority of successful applicants had high school GPAs of 3.5 or higher, combined SAT scores of about 1300 or better, and ACT composite scores of 28 or higher. The higher those grades and test scores, the better your chances are of receiving an acceptance letter. All admissions data has been sourced from the National Center for Education Statistics and Tulane University Undergraduate Admissions Office.

The Search for Immortality in the Epic of Gilgamesh Essay

The fear of death and the search for eternal life is a cultural universal. The ideology surrounding immortality transcends time and a plethora of cultures. The theme, immortality appears in stories from the Epic of Gilgamesh, which was composed by ancient Sumerians roughly around 600 B.C., to present day works of fiction in the twenty first century. Gilgamesh, a figure of celestial stature, allows his mortal side to whittle away his power after the death of Enkidu. Undeniably, defenseless before the validity of his own end, he leaves Uruk and begins a quest for Utnapishtim; the mortal man who withstood the great deluge and was granted immortality by the gods (Freeman 36). The search for immortality is a universal concept that has†¦show more content†¦Along these lines, even though Gilgamesh existed â€Å"†¦ thousands of years ago, he remains immortal in the sense that we still refer to him and his story† (Sadigh 85). The character Enkidu sets the pace for the ent ire epic. Enkidu plays such an important role in the story; it makes sense to begin with him. His transformation and death symbolize the natural cycle of life, signifying his links to the natural world. The animal to Gilgamesh’s divine, Enkidu becomes through a process of change, as larger than life as Gilgamesh himself. Keith Dickson summarizes this passage of Enkidu: Enkidu changes from a barbaric man to a civilized human being, thanks to the temple harlot Shamhat, thus crossing the remoteness between nature and culture, and then from human being into champion richly awarded with prominence and also with mortality (Dickson 39). Throughout the epic, the ideas surrounding immortality is constantly being put to question. The story puts to question mortality. Gilgamesh, a divine being that is two-thirds divine, and Enkidu that was created by the gods are unable to escape the fate of all humanity. Enkidu’s wild nature is the embodiment of the natural life cycle found in nature; henc e, his death represents a return to the ground, the substance from which he was made. It is Gilgamesh who is distressed over the death of his comrade; he now finds himself at oddsShow MoreRelatedSearch for Immortality Depicted in The Epic of Gilgamesh and The Odyssey852 Words   |  4 PagesThrough the many of mankind’s tales of adventure the search for immortality is a very common theme. Many heroes have made it the objective of their travels and adventures. This is no different in The Epic of Gilgamesh and The Odyssey. The heroes in both are tempted by the offer of immortality, however each of them turns it down for their own reasons. 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