Organizational Readiness for Change: What We Know, What We Think We Know, and What We Need to Know

Weiner, Bryan J.; Clary, Alecia; Klaman, Stacey L.; Turner, Kea; Alishahitabriz, Amir

doi:10.1007/978-3-030-03874-8_5

Cited by 36 publications

(59 citation statements)

References 114 publications

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“…Some scholars suggest that organizational readiness is a primary predictor for successful implementation [ 16 ], whereas others have shown that failure to establish sufficient readiness accounts for one half of all unsuccessful organizational change efforts [ 17 ]. A recent review by Weiner et al [ 18 ] presents the state of the art of theoretical definitions of change readiness and evidence on how and why it matters. The authors conclude that change readiness is often operationalized as individual attitudes toward change (how people think or feel about change), which does not correspond to the everyday discourse on readiness, which connotes a state of preparedness to do something or for something (how prepared people are to act or respond to support change implementation).…”

Section: Introductionmentioning

confidence: 99%

“…Also, timely and accurate change communication and employee involvement in the change process might be positively associated with readiness. Finally, individual characteristics such as psychological ownership and job satisfaction might promote change readiness [ 18 ]. Likewise, the literature on implementing health promotive initiatives in schools has highlighted that preparation for change within the school organization is crucial for successful implementation [ 19 – 21 ].…”

Section: Introductionmentioning

confidence: 99%

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Are Danish vocational schools ready to implement “smoke-free school hours”? A qualitative study informed by the theory of organizational readiness for change

Hjort

Schreuders

Rasmussen³

et al. 2021

Implement Sci Commun

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Background The smoking prevalence is high among students enrolled in vocational education and training, which is considered a lower level of education. The school tobacco policy regarding smoke-free school hours stipulates that students and staff are not allowed to smoke during school hours—inside or outside school premises—and it might be an effective intervention for reducing smoking in vocational schools. For school tobacco policies to be effective, they must be appropriately implemented. A primary predictor for successful implementation is organizational readiness for change. This study seeks to identify and understand the barriers to and facilitators for developing organizational readiness to implement smoke-free school hours in Danish vocational schools. Methods Semi-structured interviews and focus groups were carried out with managers and teachers (n = 22 participants) from six vocational schools. The interview guides were informed by “A theory of organizational readiness for change” developed by Weiner, which was also used as a framework to analyze the data. Results We identified 13 facilitators and barriers. Nine factors acted as facilitators, including the following: believing that health promotion is a school role and duty; believing that society and workplaces are becoming more smoke-free, and believing that smoke-free school hours is a beneficial strategy to achieve fewer educational interruptions. Additional facilitators include establishing clear rules for sanctioning and enforcement, developing a joint understanding about smoke-free school hours, developing skills to deal with student responses to smoke-free school hours, establishing social alternatives to smoking, offering smoking cessation help, and mandating smoke-free school hours by law. Four organizational norms, practices, or discourses acted as barriers: believing that smoke-free school hours violate personal freedom, believing that students have more important problems than smoking, believing that it is difficult to administer the level of enforcement, and believing that the enforcement of smoke-free school hours negatively influences student-teacher relations. Discussion Our results suggest that developing organizational readiness before adopting a comprehensive tobacco policy such as smoke-free school hours is important for successful implementation. Further research should investigate how to strengthen the facilitators for and counter the barriers to developing readiness for implementing smoke-free school hours.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Are Danish vocational schools ready to implement “smoke-free school hours”? A qualitative study informed by the theory of organizational readiness for change

Hjort

Schreuders

Rasmussen³

et al. 2021

Implement Sci Commun

View full text Add to dashboard Cite

show abstract

“…Organizational readiness to implement refers to the extent to which an organization is both willing and able to implement a new initiative (Scaccia et al 2015). There is no consensus about the conceptualization and measurement of organizational readiness (Miake-Lye et al 2020, Livet et al 2019, Weiner et al 2020. Traditionally, most scholars have viewed readiness as a psychological construct; however, recently, Scaccia et al (2015) have proposed that readiness consists of both psychological and structural dimensions (Weiner et al 2020).…”

Section: Introductionmentioning

confidence: 99%

“…There is no consensus about the conceptualization and measurement of organizational readiness (Miake-Lye et al 2020, Livet et al 2019, Weiner et al 2020. Traditionally, most scholars have viewed readiness as a psychological construct; however, recently, Scaccia et al (2015) have proposed that readiness consists of both psychological and structural dimensions (Weiner et al 2020). Hence, Scaccia and co-authors (2015) suggest, that the overall readiness is a function of the organizations' (1) motivation to implement a specific intervention, (2) general capacity, and (3) innovation-specific capacity (Scaccia et al 2015).…”

Section: Introductionmentioning

confidence: 99%

School Coordinators’ Perceptions of Organizational Readiness Is Associated with Implementation Fidelity in a Smoking Prevention Program: Findings from the X:IT II Study

Bast

Andersen

et al. 2021

Prev Sci

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School organizational readiness to implement interventions may play an important role for the actual obtained implementation level, and knowledge about organizational readiness prior to intervention start can help pinpoint how to optimize support to the schools. In this study, we applied a novel heuristic, R = MC2 to assess school organizational readiness prior to implementation of a multicomponent smoking prevention program. Furthermore, we examined the association to actual implementation after the first year of study. We used questionnaire data from school coordinators at 40 schools in Denmark who had accepted to implement the multi-component smoking prevention intervention—X:IT II—in the school year 2017–2018 including three main components: (1) Rules on smoke-free school time, (2) A smoke-free curriculum, and (3) Parental involvement. On behalf of the school, a school coordinator answered a baseline questionnaire about the organizational readiness and a follow-up questionnaire about implementation of the three components after first year of study. Readiness was measured by summing aspects of motivation (relative advantage, compatibility, complexity, and priority), general capacity (culture, climate, and staff capacity), and innovation-specific capacity (knowledge, skills, and abilities). Based on school coordinators’ perceptions, almost all schools had good general capacity while the other two areas of readiness varied across schools; overall, 56.8% of schools (N = 25) had good motivation for implementing the X:IT II intervention and 61.3% (N = 27) had high innovation-specific capacity. Half of the schools had high overall readiness defined as high motivation and high innovation-specific capacity. Schools with high overall readiness implemented the rules on smoke-free school time, smoke-free curriculum, and parental involvement to a higher degree than schools with low overall readiness. All participating schools possessed sufficient levels of general capacity, e.g., a well-functioning organizational culture and sufficient staff capacity. High levels of motivation and innovation-specific capacity were positively associated with the schools’ actual implementation of the main intervention components. This way of conceptualizing and measuring organizational readiness may be useful in future studies, i.e., in studies where enhancing readiness is a main objective.

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“…Unfortunately, the consensus stopped at an agreement that managing organizational change is more important than ever before; an axiom that has only escalated in repetition with the passing years. How to make change happen successfully, however, depends on a myriad of other assumptions and variables, like an organization's readiness for change (Weiner, Clary, Klaman, Turner and Alishahi-Tabriz, 2020), the political, institutional and technological context (Waeger and Weber, 2019), human responses and commitments to change (Raeder and Bokova, 2019) and resilience in the face of upheaval (Brown and Abuatiq, 2020).…”

Section: Introductionmentioning

confidence: 99%

Introduction: changing philosophies

Smith¹,

Skinner²,

Read³

2020

Philosophies of Organizational Change

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Organizational Readiness for Change: What We Know, What We Think We Know, and What We Need to Know

Cited by 36 publications

References 114 publications

Are Danish vocational schools ready to implement “smoke-free school hours”? A qualitative study informed by the theory of organizational readiness for change

Are Danish vocational schools ready to implement “smoke-free school hours”? A qualitative study informed by the theory of organizational readiness for change

School Coordinators’ Perceptions of Organizational Readiness Is Associated with Implementation Fidelity in a Smoking Prevention Program: Findings from the X:IT II Study

Introduction: changing philosophies

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