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Research implementation. Lecture 4: Diagnosing for Change and strategy I – making sense of change and models of change management Carl Thompson. Lecture aims. To understand the concept of change in relation to research implementation

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Research implementation

Research implementation

Lecture 4: Diagnosing for Change and strategy I – making sense of change and models of change management

Carl Thompson


Lecture aims
Lecture aims

  • To understand the concept of change in relation to research implementation

  • To understand some models of managing change in the context of implementation


What do we mean by change
What do we mean by change?

  • Planned change

    • deliberate, conscious, rational social action

  • Emergent change

    • Spontaneous, unplanned (Mintzberg, 1989)


So…

  • Identify explore and challenge assumptions underpinning decisions

  • Facilitation and change 

  • Control/isolation from uncertainty x

  • Organisational change is not fixed or linear, but contains an important emergent element!


Episodic vs continuous change
Episodic vs continuous change

  • Episodic

    • Infrequent, discontinuous, intentional. Also known as radical or 2nd order replacing one program or strategy with another

  • Continuous change

    • Ongoing, evolving, cumulative. Also known as 1st order or incremental change. Constant adaptation and editing of ideas – critical mass develops if enough people involved.


Change and scope developmental change
Change and scope: Developmental Change

  • Improvement of existing situation


Transitional change
Transitional change

  • Implementation of a known new state management of the interim transition state over a controlled period of time


Transformational change
Transformational change

  • Emergence of a new state, unknown until it takes shape, out of the remains of the chaotic death of the old state; time period hard to control (Ackerman 1997)


Change and systems thinking
Change and Systems Thinking

  • Explores properties of the whole (rather than component parts)

    • Elements connected together to form a whole –  possesses unique properties (as a whole system)

    • Closed systems – autonomous and independent

    • Open systems – material, energy and information exchange (Checkland 1981; Senge 1990)


So….

  • System is made up of related and interdependent parts, so that any system must be viewed as a whole

  • Cannot view a system in isolation from its environment

  • Systems in equilibrium will only change if some type of energy is applied

  • Players within the system have views on system purpose and function, each person’s view may be different.


Nhs plan
NHS Plan

  • Requires that the NHS becomes an organisation able to embrace continuous, emergent change

  • Need models for Dx the ‘organisation’ which are useful for understanding and intervening in particular circumstances


Models and change questions
Models and change questions

  • How can we understand complexity, interdependence and fragmentation?

  • Why do we need to change?

  • Who and what can change? (next week)

  • How can we make change happen? (next week)


How can we understand complexity interdependence and fragmentation
How can we understand complexity, interdependence and fragmentation?

  • Weisbord’s 6 box organisational model

  • 7s model

  • 5 whys

  • Content, context and process model

  • Soft systems methodology

  • Process modelling

    • Process flow

    • Influence diagrams


Why do we need to change
Why do we need to change? fragmentation?

  • SWOT


Weisbord s 6 box model
Weisbord’s 6 box model fragmentation?


7s model
7S model fragmentation?


5 whys
5 whys fragmentation?


Content context process
Content Context Process fragmentation?


Soft systems
Soft systems fragmentation?


Process mapping
Process mapping fragmentation?


Influence diagrams
Influence diagrams fragmentation?



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