Search results

The purpose of this paper is to examine the nature of change readiness and resolve as a principal feature of strategic teams. Change leadership and management in the context of strategy, talent and culture provide the organization with the capacity for navigating change at the process, category and business levels. This paper provides a practical look at the cultivation of strategic teams as agents for making change strategy happen.

The authors have examined a series of variables that inform the strategic agenda, talent blocks and beams, and the cultural agenda for organizations large and small. They have built a general framework for mapping and engaging what serves as a strong mind-set of change readiness and resolve, along with specific team-building elements for learning and development.

Strategic teams that are part of the structure and culture of the organization serve as development grounds for change competence and capacity at the group and individual levels. Further, because there are several types of strategic teams with diverse roles and functions, the change readiness and resolve mechanics are subject to experimentation and adaptation. This results in a strong mind-set for change leadership and management and the ability to deploy effectively across a range of situations, needs and challenges.

This work offers a practical set of views on change and adaptive capacity, and the development pathways that afford an organization the ongoing preparation of individuals and groups for changes in process and policy, programs and categories and business models through the most demanding transformation journeys.

Points out that a significant element of an individual′s life is through groups and that there are many different aspects of groups in organizational life. Holds that the informal influence a group exerts on individual members through socialization, enforcement of norms and development of culture is powerful in how individuals respond to organizational change. Argues that teambuilding is critical to forming group responses to change issues, whether through the formal teams or through temporary task forces and committees.

The purpose of this paper is to explore the learner styles of a healthcare institution transition team and its respective members within a change management context. In particular we focus on the role of learner style in the success of change efforts within a team setting.

This paper presents a case study that employs a questionnaire survey, non‐participant observation, and semi‐structured interviews as part of a larger study of healthcare change management.

Findings suggest that a mix of learning styles is ideal for successful healthcare change management. Specifically, this limited study suggests a learner ratio that favors convergers and assimilators over divergers and accommodators may be the most effective staffing strategy for change leadership teams in a healthcare environment.

Managing change in healthcare has been researched from a process perspective but few studies examine the individual team members' learner styles and the impact of these learning styles over time. Implications for human resources and change implementation are discussed.

The concept of teams tends to be marginalized in the scholarly discussion of school improvement. The purpose of this paper is to argue that teams play a crucial role in promoting an holistic integration of school operation necessary to support school change. Specifically, the paper outlines the dynamic of effective teams at times of school improvement.

The paper presents the concept of teams, elaborates on their central function as a “coupling mechanism,” and describes the reciprocal relations between teams and school change.

The paper emphasizes the reciprocal effects of teams and change, suggesting that teams can serve as key change agents in school restructuring processes, specifically when balancing between “coping” and “pushing” forces. Based on the model, effective team leadership and effective school leadership at times of school change are introduced. Practical implications are discussed for school leaders.

The integration of the concept of teams into the school improvement discourse might assist school leaders to develop processes and procedures that will enable both school teams and schools to react more effectively in times of change and restructuring.

Combining the punctuated equilibrium theory with the faultline theory, the purpose of this paper is to focus on member change of strategic core role holders in teams.

The authors test the model using data from 30 National Basketball Association teams covering 11 regular seasons, carrying out regression analyses.

This research illustrates how different types of job-related skills of core role holders that involved in member change might influence the team performance loss, and how team demographic faultlines would serve as a moderator.

This research demonstrates that punctuational change in a team is not always bad, flux in coordination and team performance loss could be avoided by staffing strategic core role based on specific job-related skill levels and manipulating team composition based on demographic attributes.

The research model initially provides an integrated perspective of member change, core role and faultline theory to explain the team process for punctuational change.

The current study focuses the impact of leadership and teams on employees’ psychological climate for change. Integrating streams of research from the change, organizational climate, leader‐member exchange (LMX), and group dynamics literature, the paper proposes that supervisors and teams will shape employees’ climate perceptions as a function of the relationship quality employees experience with these two social units. The impact of the supervisor’s and team’s personal view of the climate, as well as the dyadic quality‐supervisor climate view interaction, and team relations quality‐team climate view interaction were also examined. Results support a main effect for LMX, team relation quality, and team climate view on employee psychological climate for change. In addition, results revealed a multiplicative effect for LMX and supervisor climate view. Overall, the findings suggest that both types of work relationships employees share may serve as potential mechanisms for transforming employees toward change.

This paper aims to evaluate the impact of a mid‐season change of manager on the sporting performance of professional football teams in the First Division of the Spanish Football League.

In team sports, the manager takes important decisions that affect the sporting performance of the team. Although the manager is normally hired for a period of at least one season, clubs frequently change managers halfway through that period. Before taking that decision, the Board of Directors probably ask themselves: “Do we sack the manager … or is it better not to?” Data envelopment analysis (DEA) techniques are used to compare the performance of a group of teams that have changed their manager mid‐season to that of teams that have stuck with the same manager for the entire season.

The main result is that a mid‐season change of manager improves sporting performance, but it does not allow to perform as well as teams that have not changed managers halfway through the season.

Changing managers can be a good move when a football team is not performing well. However, club executives would be recommended to plan the season well beforehand to avoid finding themselves in a situation where they must change managers halfway through.

The foremost contribution of this paper to the existing literature in this field of research is the computation of programme efficiency scores with DEA techniques to deal with the analysis of the effect of a change of manager on the performance of football teams.

Like it or not, change is inevitable if you are to survive. Far better to instigate change than allow other people to inflict it on you. To anticipate the future has to be good to allow time to implement change rather than having to react to it. This appears quite simple, but is it? This special themed issue of Management Decision contains a number of examples of how organizations have managed change. Lessons can be learned from other industries than your own with regard to best practice and basic principles which can then be applied to your own organization..

The primary purpose of this paper is to merge two traditions in management accounting change – design theory and action research – to explain findings from a case study of introducing a cost leadership initiative.

This paper is an example of action research in which design theory explains events related to the implementation of a strategic cost leadership initiative at Shell Gabon, a Royal Dutch Shell unit in West Africa.

The evidence shows that technical accounting changes are, in the final analysis, change management exercises. Implementing change requires thinking as a designer and employing the logic of conjecture rather than scientific deductive or inductive reasoning. Successful implementation requires conjuring an image of a future reality that does not currently exist and making that image persuasive by connecting it with the values of the organizational participants.

This case study provides five key lessons for future designers of accounting change. Implementers should: understand the mental models of organizational participants; show respect for the cultural values of the organization they are working in; meaningfully engage organizational participants; use structured processes to unfold change; and be ready to seize new opportunities and discard old game plans when necessary. The case study also reveals gaps in existing change management models and behavioural accounting theories.

This paper offers design theory as an alternative way of viewing organizational change and offers criteria for evaluating the use of design as a process and for assessing the value of the implemented change.

This study aims to create a better understanding of how practitioners implement and work Agile while balancing the tensions arising between stability and change.

A grounded theory approach was used to explore what happens in practice when software development teams implement and work Agile. The empirical data consists of twenty semi-structured interviews with practitioners working in fourteen different organizations and in six different Agile roles.

As a result, a substantive theory was presented of continuously balancing between stability and change in Agile teams. In addition, the study also proposes three guidelines that can help organizations about to change their way of working to Agile.

The inherent limitation of a grounded theory study is that a substantial theory can only explain the specific contexts explored in that study. Thus, this study's contribution is a substantial theory that needs to be further developed and improved.

The proposed guidelines can help organizations about to change their way of working to Agile. They can also assist organizations in switching from “doing Agile” to “being Agile”, thus becoming more successful.

The new perspective that this study contributes is the fact that our discovered categories show that several inherent processes are ongoing at the same time in order to balance the need to have both stability and change.