1. The Puzzling Nature
of Organizational
Change Models
Sally Bennett

2. Video Clip
 http://viscog.beckman.uiuc.edu/grafs/demos/15.html
 Watch the three
basketball players in
white t-shirts. How many
times do they pass the
ball to one another?

3. Change
 A response to
meaningful
information
 A “disturbance” of a
system
 A method of self-
preservation
 Natural progression,
constant force

4. From or To?
 Changing from something
 “We gotta get out of this place!”
 Changing to something
 “There’s a place for us…”
 Doing both
 Frankly,
where are we now?
 Where do we want to be?
 What constitutes progress?

5. Kinds of Change
 Incremental
 Tweaking the system
or process
 Transitional
 Restructuring,
reorganizing
 Transformational
 New vision, new
mission, new values
John Kotter

6. Planned vs. Unplanned Change
Planned change – deliberate endeavor to
impact an organization to make a
difference; goal oriented
 Routine
 Expected
 Maintenance of organization

7. Planned vs. Unplanned Change
Unplanned change – unexpected result of
some large-scale force beyond local
control
 Reactionary
 Unanticipated
 Response to outside influence

8. Models of Changes
 Rational
 Social
 Organic
 Political

9. Characteristics Definition
Relates to Taylor’s theory
of scientific management A tightly coupled
Promotes mindset of top organization with
down management clearly established
Depersonalizes individual boundaries that
Promotes adherence to functions in a linear
explicit rules and fashion.
procedures
Rational
Organization
Non-examples Examples
Inefficient Efficient
Unpredictable Calculated
Irrational Strong rationality
Incompetent Technically proficient
Ignorant Knowledge-based
Creative Impersonal
Local applicability Universal applicability
Lincoln, Y. (Ed.). (1985). Organizational
theory and inquiry. California: Sage
Publications. p. 47.

10. Characteristics Definition
•Introduced by A more loosely coupled
Gretzels & Guba organization that takes into
account the interaction
•Bottom-up approach between the nomothetic and
the ideographic dimensions.
nomothetic
ideographic
Social
Organizations
Non-examples Examples
Inefficient
Efficient
Unpredictable Calculated
Rational
Irrational
Operational
Closed system Integrated
impersonal Open to exploration
Individual concerns

11. Characteristics Definition
Change viewed as A self-organizing
organizing force. organization with the
Experimentation as norm. ability to adapt and to
sustain.
High level of involvement.
Inter-dependent
Living
Organizations
Examples
Non-examples
Adaptive
Inflexible
Flexible
No sustainability
Self-renewing
No change capacity
Resilient
Non-renewing
Learning
Artificial intelligence Wheatley, M. (2005). Finding our way. CA:
Berrett-Koehler Publisher. p. 32

12. Characteristics Definition
Concerned with power An organization concerned
with an external power
Top down approach base desirous of
Constituent issues maintaining a broad base
of support.
Jungle metaphor
Political
Organization
Non-examples Examples
Shared authority Administrative
Involved Policy-based
Participatory Coalition seeking
Collective bargaining

13. Exploring Root Causes
Events –
What just happened?
Patterns/Trends-
What’s been happening? Have
we been here or some place
similar before?
Systemic Structures-
What are the forces at play
contributing to these patterns?
Mental Models- Senge, P. (2000),
What about our thinking
allows this situation to Schools that Learn
persist?

14. What determines the “looseness” of
an organization?
 Rules
 How many? What do they control? How
much “wiggle-room” is there? How much
agreement? Are consequences defined?
 Feedback
 How responsive? How timely? What is the
level of interactivity?
 Attentiveness
 How consistent? How is it monitored? How
responsive to changes in the environment?

15. Education as Loosely Coupled
Organization
 Limited inspection/evaluation
 Unspecified goals
 Lack of control over “raw” materials
 Weak causal link to determine effects on
student achievement
 Unfocused use of technology

16. Change
Implementation Models
Management
Change Iceberg 3-Step
Process Model
Campaign Strategic
Approach TQM Planning
Knowledge Levels of Sigmoud
Mgmt Use Curve

17. Change Process of
Shashkin & Egermeier
 Fix the parts
 Fix the people
 Fix the school
 Fix the system
Norman, S. (2001.) The human face of school reform.
National forum of educational administration and
supervision journal. (17E: 4).

18. Change Management Iceberg – Wilfried Krüger
Quality
Issue
Cost Management
Time
Acceptance
Promoters
Potential Hidden
Attitude Promoters Opponents Behavior
+ +
Opponents
Management of Power and Politics
Perceptions and Beliefs _ _ Management

19. 3-Step Model of Change Management
(Lewin)
 Unfreezing
 Implementing
 Refreezing

20. Campaign Approach to Change
 “Listen In” element –
seeks to determine
future direction
 Strategize Theme –
provides direction for
the campaign
 Sweep People In –
involves and
energizes
 Build infrastructure –
enables change

21. Strategic Planning
 Scan environment
 Evaluate issues
 Forecast
 Set goals
 Implement
 Monitor
Howell, E. (2000). Strategic planning for a new
century.

22. Total Quality Management (TQM)
 Leadership
 Strategic planning
 Human resources
 Process management
 Information/analysis
 Customer focus
 Business results

23. Knowledge Management

24. Levels of Use
Hall & Hord
 Level 0 – Nonuse – teacher has little knowledge of innovation and has no plans for
its implementation
 Level 1 – Orientation – teacher seeks out more information about innovation yet not
made a decision regarding implementation
 Level 2 – Preparation – teacher actively prepares to implement innovation in
classroom but has not actually begun implementation
 Level 3 – Mechanical – begins to actually implement innovation; may struggle with
logistics (lesson planning, classroom management, record keeping) as well as
developing new teaching skills; may attempt teacher-centered innovation
 Level 4 – Routine – teacher has pattern of regular use of innovation; may attempt
changes and adaptations in innovation, though unlikely
 Level 4B – Refinement – teachers asses impact of the innovation on the student and
initiates changes that are student-centered
 Level 5 – Integration – teachers work collaboratively to make changes in the
innovation that will benefit students; extends beyond individual classroom
 Level 6 – Renewal – teacher makes major change in innovation and/or explores
alternative practices

25. Sigmoud Curve
Handy, C. (Spring 2002).

26. Wheatley’s Views on
Organizational Change
 Participation is not optional.
 Directives are not obeyed.
 Each person creates his or her own
illusion of reality.
 Improving the living organization relies on
increased interdependence within the
organization.

28. Food for thought…
 All progress requires change. But not all
change is progress. John Wooden
 Continuity gives us roots; change gives us
branches, letting us stretch and grow and
reach new heights. Pauline Kezer
 Things do not change; we change. Henry David
Thoreau
 Change is inevitable – except from a
vending machine. Robert Gallagher

29. And finally…
 1) I walk down the street. There is a deep
hole in the sidewalk. I fall in. I am lost..
I am hopeless. It isn’t my fault. It takes
forever to find a way out.
 2) I walk down the same street. There is
a deep hole in the sidewalk. I pretend I
don’t see it. I fall in again. I can’t believe
I’m in the same place. But it isn’t my fault.
It still takes a long time to get out.

30.  3) I walk down the same street. There is a
deep hole in the sidewalk. I see it is there.
I still fall in…it’s a habit. My eyes are
open. I know where I am. It is my fault. I
get out immediately.
 4) I walk down the same street.
There is a deep hole in the sidewalk.
I walk around it.
 5) I walk down another street.
Olsen, W. & Sommers, B. (2004). A trainer’s companion: Stories to stimulate reflection,
conversation, & action. TX: aha! Process. p. 114

31. References
 Baldridge, J. & Deal, T. (Ed.). (1983). The dynamics of organizational change in education.
Berkeley, California: McCutchan Publishing Corporation.
 Chaudron, D. Re-engineering and tqm: approaches to organizational change told as a “tale of
three villages”. Organized Change Consultancy. Retrieved from
www.organizedchange.com on September 20, 2005.
 Egmon, J. Integrating of learning and knowledge management into work. Retrieved from
www.apqc.org/portal/apqc/ksn on October 2, 2005.
 Hall, G. & Hord, S. (2001). Implementing change. Massachusetts: Allyn and Bacon.
 Handy, C. (Spring 2002). Elephants and fleas: is your organization prepared for change?
Leader to Leader. 24.
 Hirschhorn, L. The campaign approach to change – organizational change in higher education.
Retrieved from www.findarticles.com/p/articles/mi_m1254/is_3_32/ai_62828425/print on
December 1, 2004.
 Howell, E. (2000). Strategic planning for a new century: process over product. Retrieved
September 20, 2004, from ERIC Clearinghouse.

32. References
 Kruger, W. Change iceberg. Retrieved from www.valuebasedmanagement.net on
September 24, 2005.
 Lincoln, Y. (1985). Organization theory and inquiry. California: Sage Publications.
 McElroy, M. (2000). Integrating complexity theory, knowledge management and organizational
learning. Journal of Knowledge Management. 4(3). 195-203.
 Norman, S. (2001.) The human face of school reform. National forum of educational
administration and supervision journal. (17E: 4).
 Olsen, W. & Sommers, B. (2004). A trainer’s companion: Stories to stimulate reflection, conversation, & action.
TX: aha! Process. p. 114
 Pearce, L. (2004). Future challenges for e-government: new government, digital
government: managing the transformation. Retrieved from
http:/www.agimo.gov.au/publications/2004/05/egovt_challenges/issues/
transformation/change_model on September 24, 2005.
 Senge, P. (2000). Schools that learn. New York: Doubleday.
 Simons, D. (2003). Surprising studies of visual awareness. Champagne, IL: VisCog Productions.
 Strategic Leadership and Decision Making. National Defense University. Retrieved
on September 19, 2005, http://www.ndu.edu/inss/books .

33. References
 Tari', J. (2005). Components of successful total quality management. The TQM Magazine.
17(2). 182-194.
 Wheatley, M. (2005). Finding our way. San Francisco, California: Berrett-Koehler
Publishers, Inc.
 Williamson, V. (1999). Innovation and change in professional practice: meaning to
change and changing the meaning. Western Australia: Curtin University of
Technology. Conference presentation.