Change Recognition
Before making any decisions about potential solutions or implementing any systems, it is critical to assess the current situation in your context that has brought you to explore a change. This is where data generation, be it quantitative or qualitative, can be helpful to inform a situation overview. For example, the completion rates of employee training courses, the number of employees now working remotely instead of on-site, the costs of delivering training in person, and the results from surveys or focus groups can all be helpful in informing a case for change. Be mindful that collecting data should be purposeful and relevant to the organization's business goals (KelloggInsight, 2015). It is also essential to be aware that raw data in and of itself does not provide a complete picture. Raw data requires analysis in order to become information (Marsh et al., 2006), and this is where your insights about your organizational context can turn that data into actionable knowledge.
Also, consider creating a SWOT analysis to determine your needs once you have information and/or actionable knowledge. This can help inform where you are in your current state and point out risks to your long-term goals if change does not happen. See an example of a SWOT analysis using a learning management system. A similar planning exercise you can conduct is a SOAR (Strengths, Opportunities, Aspirations, Results) analysis. The intended outcome of a SOAR is to identify what you are doing well, how to build on those successes, and how you move forward. Ideally, this exercise should involve all those who are invested in the issue being examined (Stavros & Hinrichs, 2009). Taken together, these steps should help you identify what your desired outcomes are and why they are essential in your particular business context. Once you have identified the critical outcomes of your change initiative, you can evaluate those against potential solutions.
Framework Selection
In the dynamic landscape of modern workplaces, virtual training has emerged as a pivotal tool for organizational development and learning. Rekha and Shirmila (2022) noted that a virtual training approach caters to the evolving needs of companies seeking to enhance employee skills, adapt to market changes, and foster a culture of continuous learning. A comprehensive toolkit for organizational development and learning consultants and leaders considering planning for new digital learning initiatives must incorporate a robust framework for change management, guided by change theories and models, while also addressing readiness for change and resilience.
One of the most influential frameworks for orchestrating change in the workplace is the ADKAR model, which focuses on individual change at its core. ADKAR stands for Awareness, Desire, Knowledge, Ability, and Reinforcement, outlining individuals' sequential steps during the change process. This model provides a structured approach for leaders to assess readiness for change at different levels. Leaders can tailor virtual training to address gaps and facilitate smoother transitions.
Readiness for change reflects individuals' willingness and capacity to engage in and support organizational change. By assessing readiness through surveys, interviews, or focus groups, leaders can identify potential barriers and resistance early on, allowing them to address concerns proactively. Virtual training modules can then be tailored to support and facilitate acceptance and engagement. In addition to readiness, resilience is crucial to successful change management. Resilience enables individuals and organizations to adapt, recover, and thrive in the face of adversity or change. Virtual initiatives can incorporate resilience-building activities, like stress management techniques, emotional intelligence development, and mindfulness practices, to equip employees with the tools to succeed.
Integrating a change management framework like theories such as ADKAR, alongside readiness for change and resilience-building strategies, the workplace virtual training toolkit becomes a powerful resource for organizational development and learning. "Since change affects all organizational aspects, including strategy, internal structure, processes, people's jobs and attitudes and overall culture, organizations need to realize that change can be neither quick nor straightforward but has to be more flexible and very well planned" (Kanter et al., 1992), (Al-Haddad & Kotnour, 2015, p. 251). This holistic approach facilitates smoother transitions during periods of change and fosters a culture of agility, innovation, and continuous growth within the organization.
Leadership approaches
Understanding leadership approaches and the requisite skills and knowledge to lead change is paramount in crafting a workplace virtual initiatives toolkit for organizational development and learning. Effective leadership in times of change encompasses various roles, relationships, social theories, stakeholder management, and specific attributes informed by leadership theories and approaches.
Transactional and adaptive leadership represent two distinct paradigms in leadership during organizational change. Transactional leadership focuses on maintaining stability by exchanging rewards and penalties based on performance. Leaders employing transactional approaches emphasize clear roles, goals, and monitoring systems to ensure compliance with established norms and expectations. In contrast, adaptive leadership "is flexible, considers current complexities, and is highly motivating for followers (Khan, 2017, p. 182). Further, Khan argues that adaptive leadership takes a holistic view of leadership by focusing on both the leader-follower relationship and environmental issues. Adaptive leaders empower individuals to embrace change, learn from failures, and co-create solutions tailored to evolving contexts.
Servant leadership, another critical leadership approach, prioritizes the needs and development of followers above all else. Rooted in empathy, humility, and a commitment to service, servant leaders foster trust, collaboration, and collective efficacy within their teams. Servant leaders cultivate a culture of shared purpose and accountability by empowering others and facilitating their growth, which is crucial for driving successful change initiatives.
Leadership theories and approaches inform the attributes and competencies required for effective change leadership. These include emotional intelligence, strategic visioning, effective communication, stakeholder engagement, and conflict resolution skills. Leaders must also possess a deep understanding of social theories and dynamics to navigate the complexities of organizational change effectively.
Furthermore, leaders must recognize the importance of building and maintaining relationships with organizational stakeholders. By fostering open communication channels, soliciting feedback, and involving stakeholders in decision-making processes, leaders can cultivate a sense of ownership and commitment to change initiatives. As Workman and Cleveland-Innes (2012, p. 319) state, "management affects outcomes for efforts, while leadership affects outcomes for people."
Incorporating leadership theories and approaches such as transactional, adaptive, and servant leadership into a Workplace Virtual Initiatives Toolkit equips organizational development and learning with the knowledge and skills to navigate change successfully. By understanding leadership roles, relationships, and attributes, leaders can inspire, motivate, and guide individuals and teams through periods of transformation, ultimately driving organizational growth and resilience.
Transition Preparation
In scenarios where stakeholders may resist change, a project management style that emphasizes communication, collaboration, and gradual transition would be beneficial. While strong leadership and change management theory provides a structured approach to prepare organizations and individuals for any transition, implementing an organizational change typically falls under the purview of a Project Manager (PM) or a project management office (PMO). The project management life cycle is typically linear and divided into four phases: initiation, planning, execution, and closure. While a project is typically linear, each cycle of the project is an iterative process, and it is essential to monitor progress, gather feedback, and make adjustments as needed. This may involve conducting regular assessments, soliciting stakeholder feedback, identifying unforeseen barriers, and addressing ongoing resistance to implementation (Watt, 2019, Ch 2).
Most of the initiation for change is driven by a change leader who will support the PMO throughout the process. During this first phase, it is important to engage stakeholders to build support for the project. It means involving key individuals and groups in decision-making, seeking their input, and addressing their concerns. Engaging stakeholders early and often can help to identify and address any reluctance before it derails a project (Watt et al., 2019, Ch.5).
Effective communication is essential for managing change. Along with other significant responsibilities, such as determining the project's scope, timelines, and budget, the PMO is responsible for setting the communication methods and protocols during the project's planning phase. Clear, transparent communication about the reasons for the change, its benefits, and the expected impact on both the individual and the organizational levels helps mitigate potential resistance (Biech, 2007, Ch.8). Communication should be ongoing, providing updates and addressing concerns throughout the process.
During the execution phase, it is critical to provide training and education on the new systems and procedures. Training should be tailored to the needs of different user groups and should focus not only on technical skills but also on understanding and the rationale for the change, highlighting how it benefits both individuals and the organization. This may include providing access to help desks, support teams, tutorials, coaching, mentoring, and creating documentation for training. Offering additional support and resources to individuals during the transition can help alleviate opposition to its implementation (Al-Haddad & Kotnour, 2015).
Along with a series of administrative tasks, such as the migration of data or confirming the delivery and archiving of training materials, the closing phase of a project is an opportunity to celebrate and acknowledge the achievements of individuals and teams throughout the project. It is also an opportunity to evaluate performances and document organizational knowledge acquired throughout the project. "The more people who have been involved in the change effort, the greater the capacity for knowledge sharing and remembering for the next opportunity. So don't take a shortcut during this important step" (Biech, 2007, Ch.9 p.2).
Process Evaluation
In terms of evaluating the overall success of a project, it is essential to define what that looks like. Projects fail for various reasons: Failure in time management, failure in cost management, failure in scope management, or failure in quality management (Knolskape, 2013); however, if the scope is delivered on time and within the allocated budget to a standard that all stakeholders can agree upon, then the project was likely a successful one. Measuring the impact and institutionalizing of the change is a different matter.
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Team Members
This Toolkit was created by Matt Poole, Radhika Arora & Tracy Tang for The School of Education and Technology, Royal Roads University, course LRNT525: Leading Change in Digital Learning. Instructor: Michelle Harrison
References
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Biech, E. (2007). Thriving Through Change: A Leader’s Practical Guide to Change Mastery. Skillport.com. https://royalroads.skillport.com/skillportfe/main.action?path=summary/BOOKS/22651#summary/BOOKS/RW
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Rekha, R. U., & Shirmila, T. (2022). Virtual Training Impact On Corporate Learning - ProQuest. International Management Review, 18(1), 42–50, 119–119. https://www.proquest.com/scholarly-journals/virtual-training-impact-on-corporate-learning/docview/2894466510/se-2
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