Changing Working Practices
Changing working practices is complex. Working practices are usually interconnected, rather than being isolated: simply changing the way you distribute notes to students will impact upon how you prepare the notes, what format they are in and your timescale for preparation. Johnson (1992) suggests that, rather than trying to change working practices one by one, it is better to focus on issues that seem to be diametrically opposite. Examples include 'top down' versus 'bottom up' approaches to change management, 'central' versus 'local' support issues and 'collaboration' versus 'individual approaches'. In her study on changing practice in learning and teaching Australian institutions, McNaught (2001) came across three broad approaches to the management of change:
Integrated approach ('all eggs in one basket') Many institutions, particularly those with a strong managerial ethos, implement a top-down approach to change management. This has several benefits, including coherent policy implementation and better co-ordinated planning of resources resulting in reduced duplication of provision. However, this approach has some major disadvantages. It may have the effect of restraining creativity and focussing on one methodology or technology.
Parallel approach ('never the twain shall meet') Some institutions, particularly larger and older universities with a collegiate ethos, have a completely delocalised approach to change management. Benefits include creative development and concentration of expertise in the development of novel methodologies. However, co-operation between different stakeholders may be uncoordinated, resulting in inefficiency and sometimes competition.
Distributed approach ('organic sprouting') This approach lies between the two previous extremes. Some institutions have a range of stakeholders, located both centrally and locally. This approach is less restrictive of innovation and local development and can be economical. However, 'visible' institutional support is frequently required to sustain the initial momentum of change management.
A key question is - which of these approaches is likely to be most effective? However according to McNaught (2003), 'Because the two sides of a polarity are interdependent, it is not possible to choose one as a solution and neglect the other.' This means that strategic planning should take into consideration both ends of the extreme, rather than focussing on one or the other. In other words, we should implement 'top down' as well as 'bottom up' and 'central' as well as 'local' support.
These basic principles have been reaffirmed in studies on change management across the Further and Secondary Education sectors. For example Fullan (1993) highlights the complexities of change within his eight fundamental lessons. He emphasizes the fundamental position of conflict within change management:
'You Can't Mandate What Matters' - change is too complex to impose. It requires insight, guidance and voluntary participation;
'Change is a Journey, not a Blueprint' - change is uncertain and non-linear;
'Problems are Our Friends' - every stakeholder involved in change will have their own perspective on how change can best be achieved - therefore conflict is inevitable. Like McNaught and Johnson, Fullan underlines the importance of these sorts of tensions in finding potential solutions for change; To some extent this will depend on the prevailing culture within your organisation. Follow this link to find out more about 'understanding your organisation'.
'Vision and Strategic Planning Come Later' - since change is complex and unpredictable, it is impossible to strategically plan for change. There is evidence that many institutions act first, then draw up strategic plans at a later date - a tactic Fullan terms 'ready, fire, aim'. This seemingly topsy-turvy approach can help encourage creativity;
'Individualism and Collectivism Must Have Equal Power' - no single solution will effectively bring about change. Therefore, Fullan encourages brainstorming and group thinking, involving a wide range of stakeholders;
'Neither Centralization Nor Decentralization Works' - like McNaught and Johnson, Fullan supports a top-down and bottom-up approach to strategic planning.
'Connection with the Wider Environment is Critical for Success' - organisations can learn to be seeking solutions from outside their usual domain, as well as internally;
'Every Person is a Change Agent' - Fullan believes that change is too important to leave only to one set of stakeholders (e.g. senior managers). Effective change requires 'buy in' from across the organisation (i.e. senior managers, tutors, students and support staff, including librarians, audio visual, learning technologists, educational developers and IT staff).
Fullan's eight lessons provide a fundamental blueprint for transformational change. Three major factors emerging from these lessons are that change must involve multiple groups of people, representing a range of perspectives and working on a range of solutions. Therefore, to ensure that your institution can effectively change to exploit the potential benefits of using a VLE, it is essential that good partnerships are formed. One way of achieving this is to use the Roundtable approach as a means of collaborative change to support sustainable e-learning.
