Organizational Change Recipients' Beliefs ScaleDevelopment of an Assessment Instrument
ABSTRACT Based on research conducted by organizational scientists dating to the 1940s, the authors identified five important precursors that determine the degree of buy-in by organizational change recipients. The authors assembled these independent precursors into a framework labeled organizational change recipients' beliefs and developed a psychometrically sound self-report questionnaire that can be used to gauge progress of organizational change efforts. The authors describe a series of four studies used to develop a 24-item assessment tool that can be administered at any stage of the change process. The information obtained can serve as (a) a barometer of the degree of buy-in among change recipients, (b) an assessment of deficiencies in specific beliefs that can adversely impact the success of an organizational change, and (c) a basis for planning and executing actions to enhance buy-in among organizational change recipients.
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ABSTRACT: This study focuses on why lean manufacturing change initiatives at a Northern New England company failed to produce sustained results. Consultants and leaders share responsibility for the sustainability of the change initiatives they undertake. Rationally, neither party would undertake a change initiative with the intent to fail, yet clearly, even highly structured and well-tested initiatives often do fail (derail) in practice. This research used an observational methodology to uncover answers to the question, “what are the key factors that can cause the derailment of a well-intended, highly-structured change initiative?” In addition to consistency with findings from other studies on sustaining lean projects, this study further extends those findings and uncovered new variables to consider when implementing lean projects and other structured interventions in general. Based on the results of this study, the authors propose a model of four phases that influence lean project sustainability: foundation, preparation, implementation and sustainability for continuous improvements.01/2010;
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ABSTRACT: One important factor influencing the successful implementation of system-wide change is initial readiness. Readiness is defined as the degree to which those involved are individually and collectively primed, motivated, and technically capable of executing the change. We present a conceptual framework that highlights three broad areas to be considered if health-care professionals are to comprehensively evaluate readiness that includes psychological factors (i.e., characteristics of those being asked to change), structural factors (i.e., circumstances under which the change is occurring) as well as the level of analysis (i.e., individual and organizational levels). We also describe more specific dimensions within each of these broad categories that have both empirical and theoretical support, presenting several valid and reliable survey instruments that measure key dimensions of readiness quantitatively.Journal of General Internal Medicine 01/2010; 25 Suppl 1:50-5. · 3.28 Impact Factor
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ABSTRACT: Despite a cumulative tradition of over 50 years, the organizational learning (OL) literature contains very little research on its implementation into practice. Because OL is a multidisciplinary topic and consequently has a myriad of diverse definitions, research on getting organizational members to adopt its tenets has been scarce. Using the policy facet of the theoretical multi-faceted model (MFM) of OL, this paper presents 10 propositions intended to spur OL implementation research. Each of these propositions is aimed at advancing one of three expressed policies: (1) commitment to learning, which involves the symbolic behavior of managers which influences member learning; (2) tolerance for failure, which involves policies that do not punish (but even reward) errors; and (3) commitment to the workforce, which is policy guiding behavior that will lead to increased member commitment to the organization. Pertinent literature was reviewed to provide greater specificity and explanation of the antecedents of ‘productive learning’ in the MFM framework. Implications are that managers can influence OL implementation success through the design of these three organizational policies. The paper discusses: how these propositions contribute to MFM; a causal model developed from the propositions; prescriptive implications for practice and research; and measurement and testing issues. It is concluded that this research can contribute to the demystification of OL, especially as it pertains to MFM and its policy facet.International Journal of Management Reviews 11/2010; 12(4):353 - 364. · 3.58 Impact Factor