The Perspective of Change as an Organizational Learning Factor

Abstract

The paper aims at understanding and characterizing change at an organizational level, but also as an engine towards acquiring knowledge. A few problems regarding change are discussed in order to create the context to further describe the implications related to the process of learning. Also it is important to stress the fact that strategic change differs fundamentally from punctual and gradual change aimed at adjusting the existing guidance of the organization, focusing on issues of lesser importance, such as conflict resolution or implementation of new products. Essentially it is to be noted that the change in order to be successful must be based on the internal capacity of the organization - managerial capacity, culture, resources and people - and has to take into account what is happening in the external environment.

Headnote

Abstract

The paper aims at understanding and characterizing change at an organizational level, but also as an engine towards acquiring knowledge. A few problems regarding change are discussed in order to create the context to further describe the implications related to the process of learning. Also it is important to stress the fact that strategic change differs fundamentally from punctual and gradual change aimed at adjusting the existing guidance of the organization, focusing on issues of lesser importance, such as conflict resolution or implementation of new products.

Essentially it is to be noted that the change in order to be successful must be based on the internal capacity of the organization - managerial capacity, culture, resources and people - and has to take into account what is happening in the external environment.

Keywords: organizational learning, change, staff leadership,

JEL Classification: D8, 030

Introduction

Changing a situation that has become problematic, correcting failures in an organization through development of new skills subject represents the actual purpose of "organizational learning". From this perspective, it is important to tackle the organic link between change and organizational learning.

1.Problems related to change

The word "change" has different meanings, being used to cover a wide range of situation, according to the dictionary (DEX, 1998), change is defined as the "action which gives a thing a different form another aspect etc; changes" Regarding the people, the dictionary defines change as "the action of modifying their appearance, nature, conduct, etc." . 0rganizational change is no exception, being understood in different forms and degrees.

In this regard, Jarrett (2009, p. 13-15) identifies four basic types of organizational change:

* temporary change. This form refers to the fact that things appear that will change, but change initiatives fall apart quickly, often creating a false hope, so things go back to tha old way, which confirms that the organization is not ready for change.

* progressive or gradual change. It is a type of rapid change regarding specific improvements, easy to implement. The risk of failure is low, but so are the benefits.

* organizational restructuring. This form of change refers to changing fundamental systems, structures and relationships within the organization. On this occasion, depending on the scale, changes can take up to a year (and sometimes over) may increase the risk but, equally the benefits.

* transformational and cultural change programs. They aim is to redefine the strategic direction of the organization, with implications on culture and identity. These are major changes that bring a higher return, but also much higher risks.

Research undertaken in implementing organizational change strategies reveals that the best indicator of success or failure of such changes is given by the ability to change (Jarrett, 2009, p. 27), which essentially refers to a sum of factors related to internal capabilities of an organization - strategic leadership, culture, leadership, resources and people - directly related to outside environmental factors to which the organization must adapt (Figure 1).

The figure above stresses that change is not linear and it is not a one-dimensional process. On the contrary, the change is a function of the dynamics of the exterior environment and of the internal capabilities of the organization and fundamentally, the success or failure is determined by the interaction of the two (Jarrett, 2009, p. 53). Practical experience shows that the issue of change taking into consideration the two great prospects in management - one focused on the function of external events (factors), the second centered on the internal dynamics of the organization - it is not that simple, in other words organizational change strategy is hard to achieve.

Ten reasons (Jarrett, 2009, p. 41-46), why organizational change is hard have been identified. These reasons, in fact, are potential obstacles that could lead to the failure of expected changes and are grouped taking in consideration the two management perspectives - internal and external factors - as follows:

1. Internal factors, related to managerial and organizational skill:

a)blind spots that can cause management teams to fail in observing problems;

b) politics, personal interest and emotions of employees within the organization when they find it difficult to change;

c) weak organizational procedures and an opaque culture in learning new habits, including even conflicting corporate cultures (eg, conflicts of culture in mergers and acquisitions);

d) cultural inertia that fails to make change possible or that generates a process of organizational transformation;

e) the defective implementation and project management, it takes place when managers are not sure what to do when faced with change; usually it is a process that takes place from top to bottom, and the managers do not have the competence nor control over their destiny.

2.External factors become a threat through the risk of changing the rules of the game as well as the means in which organizations create value:

a) failing to keep the pace with technological change, which could mean a sharp competitive advantages loss that the organization had before;

b) confidence in other organizations or dependence on the latter regarding basic resources or assets, having the risk of deadlock in certain situations and expectations in which is almost impossible to determine who owns what and who is responsible;

c) practical and legislative requirements, when they are not known or are missing;

d) underestimating the competition that may appear where you least expect;

e) volatility of the environment, economic and market trends that may affect the potential of the organizational activity.

2. Manifestations of resistance to change

Resistance to change can be manifested in an active or passive manner. Active resistance translates into a force contrary to a major change, respectively an open opposition. For example, in education the case of teachers who do not believe in the relevance of education reform guidelines or pedagogical renovation and therefore refuse to adhere to new guidelines. This opposition is expressed, on the one hand, by verbal or written encouraging comments or, on the other hand, by an explicit refusal to change their teaching practices. Passive resistance occurs as a force of inertia or an absence of change. In the latter case, although teachers support pedagogical renewal guidelines, they fail to integrate them into their practices.

The resistance factors of change are numerous. In education they can be ranked in four categories (Lafortune Louise, 2008, p. 20-21):

* factors pertaining teachers: individual representations with respect to the education act contrary to pedagogical guidelines renovation, which is deeply related to the personality of certain teachers, can have a contrary influence to the initiated change approach; it may even be difficult to take account of these events considering the autonomy teachers enjoy;

* information in the media: for example, the media conveys messages about the failure of measures to improve the educational process; In this context, it may become difficult to eliminate fear teachers feel regarding their engagement in order to make room for a sense of adhesion from them;

* students' parents also feel the influence and change that counteracts with change and interferes with the activities of the educational establishments; Some parents even go so far as to compare the situations that they have experienced in their youth with those encountered by their children;

* the context created to support change: the lack of communication between teachers and people with responsibility in developing and implementing the strategy for change.

3.The leadership role in implementing strategic transformation of the organization

Strategic change differ fundamentally from punctual and gradual change aimed to adjust the existing guidance of the organization, focusing on issues of lesser importance, such as conflict resolution or implementation of new products. The change that we refer to in this section, in which a fundamental role is assumed by leadership, is the large-scale strategy qualitative change that requires continuous changes rather than simple and ordinary.

Calori and Altamer (in Bedrane, 2001, p.8) support the idea that a strategic shift occurs when either of the following conditions is met:

* It is difficult to reverse: Once engaged, the action should be fulfilled because a return to its original state would entail the loss of tangible and intangible investments, which would severely penalize the organization.

* Its stake is important: Because uncertainty of the results in this kind of change is strong, and the expected gains and risk of loss are high.

* The effect of the system is significant: it is about its size.

Transforming an organization into a learning organization is an example of a strategic shift in the educational system. However, this kind of major transformation is, as was mentioned above, inevitably a collective initiative which must occur at all levels: individual, group and organization. Certain members of the developing team in an organization that learns, play a more important role than others to ensure the success of their initiative. We are referring here to senior staff in the organization and to human resources specialists, namely specialists in training (learning).

3.1. Senior staff leadership

Creating a learning culture within an organization is perhaps a leadership attribute. In an ideal way, leadership is present at all organizational levels. However, in reality, senior leadership is most influential. Senior leaders may offer examples and may best illustrate the ideal of a learning organization. Improving the senior leadership as a suitable model is essential in creating a learning organization.

This reasoning led us to adapt the transformation process described in an article written by Rondeau (1999, p. 12-19), shaping leadership styles involved with fulfilling tasks and behaviors adopted during the transformation phase of the organization into a learning organization. Rondeau emphasizes the importance and role of leadership stating that "a successful transformation can not be improvised or be left to the initiative of a certain actor; it requires some rigorous management and transparency".

The model shown in Figure 2, the scenario set for a strategic transformation project takes place in four phases:

* plan;

* compliance;

* targets;

* pace.

Each phase corresponds to a particular style of leadership intervention, as follows (Bedran, A., 2001 p.10-15):

* An "architect" leadership for an ambitious scenario: it must prove qualities and savoir-faire specific to transformational leaders presiding over the preparation, design and construction of the transformation of the organization.

* A "mediator" leadership for a transparent plan: the action plan is the most important model of the transformation scenario. At this stage, the stages of change and the timing of actions which will contribute to developing the capacity for change must be specified. The leader - mediator ("mentor") must meet the human needs of the system, must listen, facilitate the development of individuals, have the ability to communicate the need to transform the organization. The challenge is to transform the "opponents" of the project (that resist change) in potential winners of the transforming scenario in the organization.

* A "seductive" leadership for an effective framing: the task of the leader at this stage consists in the division of roles and responsibilities between the actors involved in the management of change, mobilizing members and stimulating the organization. Seduction is a discrete game played by a seductive and charismatic leader.

* A "visionary" leadership for clear targets: a successful transformation will be the one in which objectives are clear and remain well perceptible all through the transformation approach that takes place in the organization. Visionary leader's task at this stage is to validate the draft of strategic change with the different actors of the organization and stating the great stakes of the change process: objectives, reached areas and set deadlines.

* A "bandleader" leadership for a sustained pace: should monitor the pace of realization of expected trades in order for them to reach the expectations and needs of their organization. Therefore the role of the leader in this phase is to orchestrate and guide the organization in order to avoid obstacles that may hinder the progress and implementation of strategic change.

Conclusion

Although in the approach of creating an organization that learns a vital starting point is to understand the need for change, the big challenge is to implement a management strategy for change, which requires a capacity of transformation within the organization. Change capability means, as stated by Jarret (2009, p. 27), "a sum of several factors: leadership, internal procedures and organizational skills that prepare the company for change."

Essentially it is to be noted that the change in order to be successful must be based on the internal capacity of the organization - managerial capacity, culture, resources and people - and has to take into account what is happening in the external environment.

In this third millennium, transformational leadership will have a multidisciplinary vision, as otherwise confirmed by Bennis (in Tellier Y. 1991, p. 16) when he develops an inventory of the main characteristics of leaders in the future:

* diversified training;

* boundless curiosity;

* boundless enthusiasm;

* valuing people and teamwork;

* willingness to face risks;

* dedicated to long-term growth rather than centered on short-term profits;

* virtuous;

* visionary;

* looking for opportunities.

References

References

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Jarrett, M. (2009). Changeability: Why Some Companies Are Ready for Change and Others Aren't, edition Pearson Education Limited.

Lafortune Louise (2008). Projet Accompagnement-Recherche-Formation pour la mise en oeuvre du Programme de formation de l'ecole québéoise. Situation d'accompagnement +Résistance au changement (causes, manifestations, solutions), available at: http://www.uqtr.ca/accompagnement-recherche, pp.20-21

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