The factors and influences indigenous to planned change in a large complex organization

Forty-six participants in the pilot year of the Memphis City Schools Instructional Improvement Program for Educational Leaders comprised the sample group. The sample was interviewed using a semistructured schedule which had been piloted and revised. Comprehensive logs of interview responses were taken to be used for content analysis.

Data content analysis occurred in three phases. Initially, frequencies of responses to individual interview questions were tabulated based on the position of the respondents. Next, responses were coded using specific categories and subcategories adapted by the researcher from the Owens and Steinhoff model of schools as sociotechnical organizational systems. Frequencies of responses according to specific categories and subcategories and respondent position were tabulated. Finally, the data were screened against factors identified from the literature as facilitating the implementation of change.

As a result of this study, factors that facilitated or inhibited the implementation of change and effects on organizational units not directly involved in the change were identified. Factors identified by the study as facilitating the implementation of the Memphis City Schools Instructional Improvement Program for Educational Leaders included:

1. Providing adequate training to meet needs for role and skill changes.

2. Feeling ownership of and participation in the change and valuing the change.

3. Recognizing need for the change.

4. Implementing the change slowly by beginning with a pilot group.

5. Providing adequate resources for the change.

The following factors were identified as inhibiting the change effort:

1. Lack of involvement in the decision making.

2. Poor communication.

3. Lack of consistent understanding of the program goals.

Several effects on other organizational units not directly involved in the change were identified. Poor communication about the change was seen as responsible for increasing the anxieties and apprehensions of persons not initially involved in the change. Allocation and utilization of resources, specifically time and personnel, had effects on other organizational units. In addition, the change was seen as having a major effect on the functions and responsibilities of the staff development department.

Several guidelines for implementing change in other large complex organizations were developed as a result of the study. They included:

1. Prior to beginning the change process, study and clarify organizational decision making and communication processes.

2. Involve people from all levels of the organization in all aspects of the program, including decision making and training.

3. Communicate to all organizational members as early as possible the goals, purposes, content, and consequences of the change.

4. Be sure that there is commitment to and support for the change from all involved, particularly top administrative personnel.

5. Provide adequate training and monitoring and feedback to provide for needed role and skill changes and to ensure participant accountability.

6. Base the change on assessed needs to ensure participant recognition of the need for a change.

7. Implement the program slowly by beginning with a pilot group.

The major conclusion from this study indicated a need for careful study of various organizational aspects prior to planning and implementing change. Specific areas needing study include: decision making; communication; values and feelings of personnel; available resources; and formal and informal organizational structure, including role, responsibility, and authority.