Four simple rules for leading change

Denton, D. Keith

doi:10.1108/09684899610147981

Cited by 11 publications

(6 citation statements)

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“…The project had a clearly defined purpose or goal for change (Denton, 1996); to enhance the support for students' reading at Master's level using blended learning. The whole process within the School of Education was characterised by regular team meetings, sustained professional dialogue, reflection, and listening to the ideas of students and members of staff.…”

Section: Learning From the Cable Projectmentioning

confidence: 99%

Learning through projects: identifying opportunities for individual professional learning and development

Dickerson

Jarvis

Lévy

2013

Professional Development in Education

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This article is based on findings from the evaluation of a project established to enhance learning and teaching in higher education. This project took place within the University of Hertfordshire School of Education in England through the Change Academy for Blended Learning Enhancement (CABLE) project, the University version of the UK Higher Education Academy and Joint Information Systems Committee Pathfinder programme. The purpose of the project within the School was to increase the support for students' reading at Master's degree level. The evaluation approach for the project was based on RUFDATA, which provides a framework for evaluation activity. Stakeholders' reflections on the process and outcomes of the project included the contribution it had made to teaching and learning, and the opportunities it had provided for personal and professional learning and development. The CABLE project is one example of the many funded projects that are a common feature in higher education settings; all potentially of value for individual, team and organisational learning. In this article, the findings from the evaluation are used to suggest some questions that might be asked in future projects to prospectively and proactively identify opportunities for individual professional learning and development.

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Section: Learning From the Cable Projectmentioning

confidence: 99%

Learning through projects: identifying opportunities for individual professional learning and development

Dickerson

Jarvis

Lévy

2013

Professional Development in Education

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“…The briefing team must recognise that people are at the heart of any change process; therefore communication and involvement are key areas to ensure change management success. The key areas of change management are education, training, communication, team and leadership development (Denton, 1996;Kitchen and Daly, 2002).…”

Section: Mapping the Briefing Frameworkmentioning

confidence: 99%

Briefing from a facilities management perspective

et al. 2005

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Purpose -To identify the management tools and variables that impact briefing, assess the nature of current briefing practices, review the need for more structured techniques and determine the place of facilities management in briefing. Design/methodology/approach -A detailed literature review to analyse and critique the briefing process was followed by a brainstorming session to explore relevant technical frameworks. A questionnaire survey investigated opinions of structured approaches to briefing. Findings -The facilities manager operating within the strategic framework of the client organisation and having the necessary skills is a natural choice as brief writer. Facilities managers' involvement is not strongly reflected in this research, indicating perhaps that they do not consider briefing a natural role or that they do not possess the skills for its undertaking. It is concluded that while briefing remains an unstructured investigative process, the skills for which are learned through experience, then architects and project managers will continue to dominate the activity. Practical implications -Currently, briefing is unstructured, iterative, and uses a variety of media for its exposition. More formalised processes recognising strategic and project briefing are advocated in the literature. Options for improvement include a structured approach to investigative briefing and facilitated value management. Originality/value -The limited involvement of facilities managers in briefing prompted this research. This paper identifies the structure and variables impacting the briefing process and concludes with options for formalised approaches to briefing.

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“…It is imperative to design some general rules, clear and specific, that show the way to go, the main priorities and the transmission of the need to change (Denton 1996;Dichter et al 1993;Mohrman et al 1989); this is what Nonaka and Takeuchi (1995) call "intention" and Kotter (1995) "vision". The vision serves as an organizational principle or as a force that maintains the organization united while it is under reform, giving shape and direction to a changing organization (Barczak et al 1987).…”

Section: Objectives' Definitionmentioning

confidence: 98%

Succession in family firms from a multistaged perspective

Val

2008

Int Entrep Manag J

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Succession in family-owned businesses has been revealed to be a multistaged phenomenon with trigger events distinguishing one stage from the other. Our aim is to apply change management theory to this process to improve our understanding and to identify the key factors that should be taken into account when implementing it. To achieve this goal, we will review the existing literature about organizational change and will adapt it to succession in family firms. We will end with a case study, concluding that a good succession process is not the one which avoids conflict, but the one which successfully manages it.

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Four simple rules for leading change

Cited by 11 publications

References 0 publications

Learning through projects: identifying opportunities for individual professional learning and development

Learning through projects: identifying opportunities for individual professional learning and development

Briefing from a facilities management perspective

Succession in family firms from a multistaged perspective

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