Page 258 - DMGT106_MANAGING_HUMAN_ELEMENTS_AT_WORK

Managing Human Element at Work

Notes provides a way to assess where the individuals in the organization are related to the change
and how to help them move forward.
Gives managers and supervisors a real tool to use when coaching
employees
An individual change model provides managers and supervisors with a tool for managing
change at an individual level, the essence of coaching an employee through change. If we
want our managers to have effective conversations with employees about a change, then we
must equip them with the tools they need. Teaching them about ADKAR and how to use
it with their employees prepares them to fulfill their role in making change successful.

Is an effective tool for both project and ‘non-project’ changes?
Not all change in organizations take place in the context of a project. Each and every day,
employees, supervisors, managers and senior leaders face change. An individual model of
change gives them a tool that can be used to manage these ‘non-project’ changes.

Multi-level Self Management in School

xisting literature indicates that contemporary theories and practices of self-
management in school focus largely at the school level. Few efforts are invested
Eon investigating self-management at the group and individual staff levels. This is
problematic and not sufficient to facilitate the school, the group and individual staff
members to acquire the necessary responsiveness, flexibility and adaptability in facing
the mega-trends ahead if we believe that school effectiveness is largely brought about
by teachers and work groups in the school. Thus, it is not strange to see a diversity of
related policy results and implementation problems.
Bearing in mind the above and the recent emphasis of self-managing teams and individuals
in the business sector, the author suggests that self management in school may be better
understood from a multi-level perspective. Responding to this, the present study aims
at developing a theoretical framework for understanding and facilitating self-management
at the school, group and individual levels. The proposed framework, tapping the
advantages of strategic management, consists three self propelling management cycles
at these three levels. Each composes of five sequential stages, namely the Environmental
Analysis stage, the Planning and Structuring stage (Planning and Affiliating stage for
individual level), the Staffing and Directing stage (Developing and Directing stage for
individual level), the Implementing stage, and the Evaluating and Monitoring stage. The
author hypothesizes that by practising these cycles, the school, groups and individuals
may be capable of continuous self-learning and development and in turn multi-level
performance in school may be enhanced.
In order to test the proposed framework, the present study adopts a complementary
“hybrid” method with a combination of survey and case studies. The author first performed
a three-level modelling to analyze the data collected from the cross-sectional survey with
a view to establish the relationships between multi-level self-management strengths and
multi-level performance in school. The second part of the study was case studies. Three
outliner schools identified in the survey were studied in-depth.
Results of qualitative data analysis suggested that the proposed nature of the multi-level
self-management framework was to a great extent identified in the outliner schools. This
included the sequential nature of the five stages of the self-management cycle, double-
loop and single-loop learning, and the mutual influence of self-management practices
across levels. In addition, the findings also revealed that outliner schools with a high
degree of congruence in self-management practices across levels performed better at
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