Book contents
- Frontmatter
- Contents
- Figures
- Tables
- Boxes
- Preface
- Part I Fundamentals
- Part II The Problem Solving Project
- 6 Intake and orientation
- 7 Theory-informed diagnosis of business problems
- 8 Solution design
- 9 Change plan design and the actual change process
- 10 Evaluation, learning and termination
- Part III Methods
- Part IV Case Material
- References
- Author index
- Index
9 - Change plan design and the actual change process
from Part II - The Problem Solving Project
- Frontmatter
- Contents
- Figures
- Tables
- Boxes
- Preface
- Part I Fundamentals
- Part II The Problem Solving Project
- 6 Intake and orientation
- 7 Theory-informed diagnosis of business problems
- 8 Solution design
- 9 Change plan design and the actual change process
- 10 Evaluation, learning and termination
- Part III Methods
- Part IV Case Material
- References
- Author index
- Index
Summary
The timing of change plan design
At the time of formal go/no-go decision-making on the designed solution, one should also make decisions on the change process itself. This decision-making should be based on a change plan specifying the various actions to be taken, the actors that are to execute those actions, and the actors that should get involved in the process. Decision-making on realization concerns the authorization of the change plan (after possible amendments) and the assignment of people to the planned actions by the managers responsible (normally according to the proposals in the change plan).
Thus, the change plan should be made before the formal go/no-go decision-making. In fact, change-planning should start right at the beginning of the project. Every business problem is embedded in a political-cultural environment, of which the student forms a part. The mere fact that the student enters the organization in order to work on a certain problem has an impact straight away, among other things because it increases the awareness and perceived importance of the problem in question. Quite early in the project the student should make a potential stakeholder analysis, to ascertain which people are expected to be the direct stakeholders (people whose work processes, roles or vital interests are directly affected by the problem or by possible solutions) and which people are the indirect stakeholders (the people who are to cooperate with the direct stakeholders and therefore need to know about the problem and about the changes in roles and processes of the direct stakeholders). For each (group of) stakeholder(s), a first analysis is made of their interests (material and immaterial) in the problem and in the need for a solution from their perspective and of their knowledge on the problem, context and possible solutions. Students plan their first series of interviews on the basis of this initial stakeholder analysis. These interviews are not only to produce technical-economic information on the problem and possible solutions but also to involve the stakeholders (to some extent) in the problem solving process.
- Type
- Chapter
- Information
- Problem Solving in OrganizationsA Methodological Handbook for Business and Management Students, pp. 137 - 152Publisher: Cambridge University PressPrint publication year: 2012