Question 1: Components of the Change Framework
Jick (1993) defines change as a planned or unplanned response to pressures and forces. Change is inevitable and organizations undergo change. Technological, economic, social, regulatory, political and competitive forces push organizations to change. Because of the ever changing business and industry situation and environment, change has become a requirement for organizations to remain strong and to succeed. Globalization has also made the pressures more intense.
Driving Change
Driving change is about the factors associated with recognizing when change is necessary. Driving change is about determining exactly what organizational change entails, how it comes about, its constituents and its impact on organizations.
Change Levers
Within the change levers, the concept of strategy, the role of strategic planning and thinking in the strategy-making process, and the relationship between strategy and change are explored. Strategic thinking and strategic planning are critical to the success of the change process.
Change Enactors
These factors ease or obstruct the operation of the change levers. Like change lubricants, enactors improve the efficiency of the tools that are being used to apply leverage. The dimensions of leadership and power and their impact on change are very important to the success of the change initiative. Included in the change enactors is leadership. Leaders affect the promotion and sustenance of change throughout the organization. Leaders are instrumental in formulating strategy, communicating the new direction, empowering organizational members to respond and ultimately, rewarding successful achievements.
Maintaining Change
Maintaining change involves the requirements for ongoing change. It is about the exploration of the process of measuring and evaluating change and examining issues of sustainable change.
Change Affecters
Change affecters influence all constituents of the change process. These variables must be considered all through out the change process. These are:
- Culture
- Context
- Knowledge
- Technology
Question 2: Change Management Models
Successful change results from strategic planning, thorough communication, fierce dedication, teamwork, and a keen understanding of human nature. Change management models attempt to guide organizations and their managers through change. There are two change management models that I want to discuss.
Lewin’s Change Model
Lewin’s model of change consists of unfreezing, movement, and freezing. Unfreezing refers to conditioning individuals’ readiness for change, and establishing ownership. Momentum build when stakeholders align to introduce change and plan its implementation. Movement also called ‘transformation’ occurs when individuals engage in change initiatives. In the final phase, refreezing, individuals incorporate the change into their daily routine and reestablish equilibrium personally or within the firm. New behaviors solidified and ultimately deemed the norm (Gilley 2005, pp. 34-36).
Advantages
Kurt Lewin’s (1951) change management model is very simplistic and very easy to execute. The model proposes that change can be dealt with through fairly simple, straightforward solutions. Lewin’s model also shows that organizational change can be managed, mastered and controlled and when done properly in a step-by-step manner will be successful.
Disadvantages
Lewin’s model is very rational, goal and plan oriented. The change looks good on paper, as it makes rational sense, but when implemented the lack of considering human feelings and experiences can have a negative consequences.
Chartier’s Change Model
Myron Chartier’s change management model (Change by Rational Problem Soving), focuses on crafting or planning responses for organizational disturbance. The model seeks to promote a well-designed plan for solving disturbances in organizations and facilitating change. An initial organizational disturbance is the impetus in planned, rational problem solving, but the response is divided into six steps.
1. Feeling a need and deciding to do something about it
2. Actively attempting to define the problem
3. Searching for promising solutions
4. Applying one or more promising solutions to the need
5. Determining whether the problem is solved satisfactorily
6. Repeating the problem-solving cycle if the problem is not solved
This model also delineates the different roles of the change leader in managing change. The change leader according to Chartier (1998) must become the following:
- Catalyst – overcome and seek to change the status quo. The change leader must not also be complacent.
- Process Helper – must be knowledgeable in how to facilitate change in individuals and organizations.
- Solution Giver – must have a sense of timing and able to communicate effectively to create awareness of the solution’s value and to gain its ultimate acceptance.
- Resource Linker – must be able to bring people together and help the organization to discover and make optimal use of resources inside and outside the organization.
- Stabilizer – must be able to create stability in the organization.
Advantages
The model calls for strategic planning and problem solving. It focuses on the important roles that the leader must take in order to ensure the success of the change process. The model highlights the different needs to the organization during the change process and the significant part of the leader in dealing with these needs.
Disadvantages
The model tends to focus more on the change agent rather than the change itself. The model over emphasizes the importance of the leader and fails to account for the different issues and challenges that the whole organization faces during change.
Question 3: Diagnosis
Force Field Analysis
According to Murray (2002), the force-field analysis identifies the drivers for change, as well as the barriers, obstacles, and resistance points (p. 222). Lewin’s (1969) Force Field Analysis provides a framework for problem solving and for implementing planned change efforts around a broad spectrum of group and organizational issues. Diagnosis of the problem takes the form of recognizing the opposing forces as well as the supporting forces in the environment at the existing level of implementation. In diagnosing the problem using the force field method, the opposite forces that affect the organization (or team) are identified.
Force Field Analysis is a general tool for systematically analyzing the factors found in complex problems. It frames problems in terms of factors or pressures that support the status quo (restraining forces) and those pressures that support change in the desired direction (driving forces). A factor can be people, resources, attitudes, traditions, regulations, values, needs, desires, etc. As a tool for managing change, Force Field Analysis helps identify those factors that must be addressed and monitored if change is to be successful.
Affinity Diagrams
The affinity diagram is a management and planning tool. Use of this tool is based in the understanding that time invested in planning will produce remarkable dividends as the generated ideas and plans are acted upon and implemented. Unlike the basic tools for improvement that deal primarily with collecting and analyzing hard data, this tool focuses on issues and ideas (soft data). An affinity diagram is the result of a creative process focused on finding the major themes affecting a problem by generating a number of ideas, issues or opinions. The process identifies these ideas, groups naturally related items and identifies the one concept that ties each grouping together. Affinity diagrams aid in organizing random data to show the underlying organization of a problem or issue. They are especially useful if the situation seems chaotic because there is an excess of ideas, influences, objectives or requirements, or if breakthrough thinking rather than incremental improvement is required.
Transparency with Stakeholders
It is important to be transparent with the stakeholders in the diagnosis phase of the change initiative and to communicate to them the objectives and goals of the initiative in order to identify the attitudes and possible resistance before the implementation. Transparency will also make it possible to modify the change initiative and motivate important stakeholders in order to ensure success.
Early communication and consultation with the stakeholders while the change implementation is in the diagnosis and planning stage will assist in getting people interested and prepared to participate in the change process. Stakeholders will have different levels of involvement. At various stages of the implementation they can be informed, consulted, collaborated with or can be active participants. Stakeholders should be provided with as much information as possible, including baseline data, the objectives of the change and should be involved in anticipating problems and determining solutions.
Question 4: Evaluation
Importance of Evaluation
Evaluation is an important component of any change process. As part of the project planning a decision needs to be made about measures that will be used to determine if the planed change leads to improvement.
Formative Evaluation
Formative evaluation seeks to strengthen or improve a program or intervention by examining, amongst other things, the delivery of the program, the quality of its implementation and the organizational context, personnel, structures and procedures. As a change oriented evaluation approach, it is especially attuned to assessing in an ongoing way, any discrepancies between the expected direction and outputs of the programme and what is happening in reality, to analyzing strengths and weaknesses, to uncovering obstacles, barriers or unexpected opportunities, and to generating understandings about how the program could be implemented better. Formative evaluation is responsive to the dynamic context of a program, and attempts to meliorate the disorderliness that is an inevitable part pf complex, multifaceted programs in a fluid policy environment. Formative evaluation activities include the collection and analysis of date over the life-cycle of the program and timely feedback of the evaluation findings to program actors to inform ongoing decision-making and action. It requires an effective data collection strategy, often incorporating routinized monitoring data alongside more tailored evaluation activities.
Summative Evaluation
Summative evaluation is an overall assessment of the project’s effectiveness and achievements. It reveals whether the project did what is was designed to do. It provides information for future planning decisions and usually is completed when the project is over. This type of evaluation usually does not directly affect the current project, but it helps stakeholders decide the future of this or similar projects. To provide adequate information, a summative evaluation requires a set of well-defined goals and objectives for the project and a plan that keeps the focus of evaluation on the results.
Question 5: Impact of Change on Stakeholders
Organizations must recognize the rights of interests of various stakeholders – not only stockholders and employees but also outsiders affected by the company’s actions (Sims 2003). External stakeholders include customers, suppliers, governments, unions, competitors, local communities, and the general public. In general, stockholders claim appropriate returns on their investment:
- Employees seek broadly defined job satisfactions
- Customers want what they pay for
- Suppliers seek dependable buyers
- Governments want adherence to legislation
- Unions seek benefit for their members
- Competitors want fair competition; local communities want the company to be a responsible body
- The general public expects the company’s existence to improve quality of life.
Stakeholders are the people who are affected by or can affect the activities of the firm. There are two types of stakeholders – primary and secondary. Primary stakeholders are those who have formal, official, or contractual relationship with the organization. The secondary stakeholders are other societal groups who are affected by the activities of the firm.
Stakeholder Approaches
Block
Focuses on classifying the stakeholders into five categories based in different level of trust and agreement.
1. Allies – are those people who not only share the leader’s vision but whom the leader has a great deal of trust. In working with allies, the leader must affirm agreement on project, idea or vision. The leader must also reaffirm quality of relationship, acknowledge doubts and vulnerabilities the leader has, and ask for advice and support.
2. Opponents – are those people who the leader trust a great deal but who disagree with the leader’s purpose, direction and goals. In dealing with opponents, the leader must reaffirm quality of relationship. state his position, state his perception of their position, and engage in problem solving.
3. Bedfellows – are those people who are on agreement with the leader in terms of purpose and goals but in whom the leader has a low to moderate trust. In dealing with bedfellows, the leader must reaffirm the agreement, acknowledge existing caution, be clear about what he wants from them and reach agreement on how they are going to work together.
4. Adversaries – are those people in the organization with whom negotiation has not worked. They take up much of the leader’s psychic energy and time. In dealing with adversaries, the leader must state his vision for the project, state his understanding of their position, identify his commitment to any hostilities and make no demands.
5. Fence Sitters – are those people who simply will not take a stand for or against the leader. They are easy to talk to and have excellent interpersonal skills. In dealing with fence sitters, the leader must state his position, ask them where they stand, apply gentle pressure, and encourage them to think about the project.
Benefits of Block Approach
This approach offers useful information and tips in dealing with the different categories of stakeholders. It offers descriptions of the different categories based on the level of trust and agreement that they have with the leader.
Limitations of Block Approach
This approach lacks in in-depth analysis of the different characteristics of each category.
Reclies
Reclies’ approach to stakeholder analysis divides the stakeholders into four categories these are:
1. Category A – the leader must exert minimal effort and investment in dealing with this group.
2. Category B – the leader must keep this group informed. Despite their low power this category could become useful allies.
3. Category C – the leader must keep this group satisfied. They usually behave passively but can exert enormous impact on the organization if aroused.
4. Category D – They are both powerful and interested. The leader must involve them in all relevant stages and decisions.
Benefits of Recklies Approach
This approach offer significant information in dealing with the different stakeholders based on their interests in the outcomes of change. This approach helps the leader in dealing and satisfying the demands of each stakeholder category.
Limitations of the Recklies Approach
This approach fails to clearly identify the different characteristics of each category. The recklies approach also fails to give additional information on each category.
Question 6: Bases of Power
1. Reward Power
Reward power depends on the ability to give other people something they value. It can be verbal or nonverbal, tangible (as money, a gift or career development opportunities) or, more commonly intangible. By definition, reward power is positive, but its magnitude depends in how the recipient sees the reward. A promotion or a sizable bonus has more positive power than a complimentary letter.
Strengths
Reward power is based in the perceived ability of a superior to grant positive or remove negative consequences to those who conform to ideas or demands. It is the degree to which an individual can give others a reward of some sort such as benefits, valued rewards, promotions, or increase in pay or responsibility for their hard work. Reward power is an effective method to achieve compliance when utilized correctly.
Weaknesses
On the contrary, reward power can harm a person’s performance if used incorrectly. Is a person dislikes public praises, a leader should not publicly recognize the individual’s accomplishments because it will discourage them to repeat their exceptional performance out of fear of being publicly recognized.
2. Coercive Power
Coercive power is the ability of a leader to punish those who do not conform to their ideas or demands. A leader’s ability to impose punishment or withhold rewards ensures obedience from subordinates. This type of power tends to be the least effective form of power as it builds resentment and resistance within the targets of coercive power. Coercive power involves physical or psychological injury. More common forms are verbal and nonverbal putdowns, slights, symbolic gestures of disdain. Being demoted or transferred to an undesirable department or location, or being denied resources are more extreme forms of coercive power.
Weaknesses
In practice, coercion actually works against effective performance. Studies on coercion show that it can shutdown behavior, even those actions that are necessary for productive performance. Punishing a worker for doing a bad job does not allow him or her to do a good job. The person avoids the mistake but may not do what is expected.
3. Legitimate Power
Legitimate power stems from an individual’s position within an organization and their right to require and demand compliance from subordinate. Legitimate power is a formal authority delegated to the holder of the position. This type of power exists in organization with a strict chain of command. Legitimate power has both positive and negative aspects.
Strengths
The increase use of authority to create standards and obligation, under the appropriate circumstances, usually results in higher motivation and loyalty.
Weakness
The overuse of legitimate power, however, can have negative consequences.
4. Referent Power
Referent power is based on group member’s identification with, attraction to, or respect for, the leader. It is a leader’s charisma and interpersonal skills which causes subordinates to gain a sense of intrinsic personal satisfaction from the identification of being an accepted follower. Potential influence from referent power stems from the strength of relationships between a leader and their followers.
Strengths
Through associating with others, sharing personal information, or providing something of value, leaders can build on common interests, values, viewpoints, and preferences to a point that other people can get to know them.
Weaknesses
Associative traits tend to linger long after real association ends and some individuals tend to pay dearly for associate’s misdeeds or terrible reputations.
5. Expert Power
Expert power may include communications, interpersonal skills, scientific knowledge and so on. Such expertise is very valuable but specific to a task. Expert knowledge is the power of knowledge. It is based on the perception of the leader’s ownership of distinct superior knowledge, expertise, ability, or skill. Expert power is usually highly specific and limited to the particular area in which the expert is trained and qualified. Since expert power is based on a person’s knowledge level relative to other members, it is not exclusively utilized by leaders. An experienced worker in a company may have expert power over a newly hired manager who recently graduated from college with little experience on tactical skills required for the workplace.
Strengths
When leaders have specialized knowledge that is valued by another person, they have the potential for expert power. When the need arises, this power can be exercised to help another person or group. When expert power is solicited and given, it is perceived as positive.
Weaknesses
Some pitfalls can emerge when too heavy a reliance is made on expertise. Sometimes inferences are made suggesting expertise is wider in scope than it actually is. One’s expertise is not everlasting. Unsolicited use of expert power can be seen as unwanted intrusion. Its continual use can put barriers between a leader and others that may be difficult to remove.
Question 7: Approaches of Empowerment
The two approaches of empowerment that I want to discuss are relational approach and motivational approach.
Relational
Empowerment as a relational construct addresses the relationships between more powerful or controlling individuals or groups and less powerful or controlling individuals or groups. It is believed that individuals or groups who have power will have a greater degree of success in influencing others and achieving desired outcomes. The relational focus of empowerment is the ability to use power and control to create a desirable work environment. Empowered individuals possess the necessary information and resources to function effectively. Empowerment from a relational focus, then, becomes the process by which power is shared by the more powerful with the less powerful. A variety of management strategies deals with the relational construct of empowerment. Examples of management strategies include participative management, delegation, decentralization, shared governance and quality circles.
Motivational
Empowerment from a motivational focus refers to the power or control individuals or groups have in influencing their world. The ability to cope with events, situations, and people increases an individual’s sense of power. An inability to cope with the physical and emotional demands of the environment results in feelings of frustration and powerlessness. From a motivational focus, empowerment is related to the individual’s need for self-determination and self-efficacy. Self-efficacy becomes a major motivational factor related to the individual’s perception of self-as-cause. Efficacy expectations are associated with the belief that one can successfully perform the behavior required to produce an expected outcome. The development of competencies and personal effectiveness expectations leads to increased feelings of self-efficacy.
Why do Employees Resist Empowerment
Empowerment does not succeed because
1. Some employees do not want to be empowered.
2. Some employees associate empowerment with added responsibility, risk and workload.
3. Some employees do not want to be accountable.
4. Some employees do not trust management and suspect that empowerment is a tool to overcome resistance to change.
5. Sometimes empowerment is just ‘lip-service’ and managers do not genuinely re-distribute power.
Question 8: Charismatic Transformation and Turnaround
In a charismatic transformation, the change can be led from the front by a charismatic leader who inspires and enthuses others to make dramatic changes in the way the organization operates. A great deal of the change in mindset and behaviour is achieved through voluntary compliance, sparked particularly by the top team effectively involving organizational members in the creation of a new vision and then role modeling the new values and behaviors needed to move the organization forward. Charismatic transformation can create high energy for change and maintain the momentum of change in difficult circumstances. However charismatic transformation can only occur when the key interest groups and organizational stakeholders support the need for change and are willing to actively participate in or at least allow the process of transformation to go forward. It also demands one or more charismatic leaders with whom organizational members can create a strong sense of identification. Given that every move from an established status quo threatens someone or some group and that there is a shortage of leaders with the personality and skills to be charismatic, these conditions are rarely fully present.
In the absence of widespread support for transformational change, turnaround is the alternative path forward. Turnaround is a high risk strategy mounted by a committed elite, usually but not always the executive team. The radical new vision for the organization’s future either has to be imposed on those groups who are opposed to the change or negotiated with them. Some of the change interventions will be unilateral and confrontational and change will be in part a political operation. In the end, the committed elite needs to be able to create a political coalition with sufficient power either to impose a new order on those who oppose it or to remove the opposing elements from the organization. Even if this is achieved, the elite still have the problem of building an expanded commitment on the part of those remaining in the organization.
Leadership Style: Transformational Leadership
Transformational leadership is concerned with change and empowering followers. In transformational leadership, regardless of special interest and goals, administrators and teachers are united in pursuit of higher-level goals that are common to both. Transformational leadership acknowledges that in today’s challenging and demanding educational climate of constant and turbulent change, no single person alone is likely to have combined capacities necessary to engage in effective leadership.
Charismatic Leadership – One component of transformational leadership is charismatic leadership. In order to encourage change, cooperation, commitment, development and loyalty among employees, the leader must be charismatic; he must be a role model. The leader must earn the admiration, respect and trust of the followers. The leader must do the right thing, demonstrate high standards of ethical and moral conduct (Bass 1998).
Question 9: Work-Related Stress
Work-related stress is a pattern of reactions that occurs when workers are presented with work demands that are not matched to their knowledge, skills or abilities, and which challenge their ability to cope. When the worker perceives an imbalance between demands and environmental or personal resources, this can cause a number of possible reactions. These may include physiological responses (such as increase in heart rate, blood pressure, hyperventilation), emotional response (such as feeling nervous or irritated), cognitive responses (such as reduced attention and perception, forgetfulness), and behavioral reactions (such as aggressive, impulsive behavior, making mistakes). Workplace stress is the result of the interaction between a person and their work environment. For the person it is the awareness of not being able to cope with the demands of their work environment, with an associated negative emotional response.
Stressors are vents or circumstances that lead to someone feeling that physical or psychological demands are about to exceed his or her ability to cope. Stressors can be of several types. Stressors can:
- Be inherent in the job because of factors that make that occupation what it is
- Arise because of the way job is organized. This may include physical factors as well as physiological factors that affect the body’s balance.
- Arise out of excessive work demands such as unrealistic deadlines
- Arise out of personal factors such as health status, relationships, ability to cope with difficult situations and others.
Work-related stress can emerge from two types of factors:
1. Job Context – How the workplace is organized
2. Job Content – What the job involves
Job Context
1. Organizational Function and Culture
- Rigid work practices – people unable to work out their own solutions to the day-to-day problems they encounter in the workplace.
- Poor communication within the workplace
- A non-supportive work culture – concerns and requests are dismissed without consideration.
2. Role in Organization
- Role or task ambiguity/uncertainty
- Role conflict from imprecise or conflicting job demands
- Responsibility for people beyond the individual’s capacity
3. Career Development
- Career uncertainty or stagnation
- Poor status or status incongruity between qualifications/ability and job demands
- Lack or rewards
4. Decision Latitude/Control
- Little opportunity to participate in decision-making
- Lack of control over the speed and scheduling of work
5. Relationship at Work
- Physical isolation
- No formal employee participation system
- Poor relationships with supervisors and coworkers
- Interpersonal conflict and violence at work
- A lack of social support at work
6. Life/Relationships outside Work
- Conflicting demands of work and home life
- Dual career problems
Job Content
1. Task Design
- Lack of variety and/or short work cycles, fragmented or tedious work
- Under-utilization of skill
- Constant customer contact
2. Workload or Work Pace
- Lack of control over work rate/pacing
- Work overload or under-load
- High work rate or time pressure
3. Work Schedule
- The disruption to body processes caused by changes in shift work patterns especially when these are badly designed
- Inflexible work schedules
- Unpredictable working hours or long or unsociable working hours
Question 10: Performance Management
Performance management helps organizations sustain or improve performance, promote greater consistency in performance evaluation, and provide high-quality feedback. Performance management helps organizations link evaluations to employee development and to a merit-based compensation plan. Moreover, it form a basis for coaching and counseling, permits individual input during the evaluation process, and allows for a blend of qualitative and quantitative expectations of job demands and factors that reveal how well the job is done (Gilley and Maycunich, 2000).
Performance management is the integration of performance appraisal systems with broader HRM systems as a means of aligning employees’ work behaviors with the organization’s goals. Thus, a performance management system consists of the processes used to identify, encourage, measure, evaluate, improve, and reward employee performance at work (Sims, 2002).
Purpose of Performance Management
Performance management is an outgrowth of management controls whose purpose is to ensure that work is progressing according to the organization’s plans. Performance management according to Snell (1992) is the principal set of practices by which control is manifested in organizations. Control is defined as any process that is used to align the actions of individuals to the interests of the organization (cited in Gratton, et al, 1999 p. 60). Controlling is the management function concerned with monitoring performance to ensure that it conforms to plans. Control is accomplished by comparing actual performance with predetermined standards or objectives and then taking action to correct any deviations from the standard (Sims, 2002a). The three basic requirements of the control process are:
- Establishing performance standards – Standards are used to set expected performance levels for machines, tasks, individuals, groups of individuals and the organization as a whole.
- Monitoring performance and comparing it with those standards – The primary purpose of monitoring performance is to provide information on what is actually happening in the organization.
- Taking necessary corrective actions – Corrective action can be taken after the actual performance has been assessed and compared with performance standards.
As part of the control process, the purpose of performance management is to make sure that employee goals, employee behaviors used to achieve those goals, and feedback of information about performance are linked to the organizational strategy (Sims, 2002a). Performance management systems also help organizations reduce turnover of highly skilled and experienced employees by providing environments conducive to growth and development and help eliminate outdated expectations for career opportunities. Performance management helps to motivate employees, who take responsibility for their own development and continue to add value, encourage employees and managers to support continuous learning, and help managers develop their employees. Performance management systems permit employees to understand the importance of keeping skills and abilities current and increase retention of experienced employees by providing career advancement. They enable employees to create meaningful development plans and match realities in the organization to recruiting promises (Gilley and Maycunich, 2000).
Rewards Management
An organization’s reward system may be defined as the need to attract, retain and motivate employee. A total reward package includes base pay, performance-based pay, compulsory employer-provided benefits, and discretionary employer-provided benefits. While the ability to attract, retain and motivate individuals is partly explained by the value that money has for individuals, people are often willing to perform work for non-monetary gains such as status and prestige, job security, responsibility and variety, power, affiliation, or softer rewards such as travel or camaraderie. These non-monetary rewards often explain an individual’s choice to take one job over another, or to choose one organization over another when the monetary gains may be higher elsewhere. Rewards can be defined as extrinsic and intrinsic. Extrinsic rewards are those that receive external recognition, such as pay, bonuses and promotion. Intrinsic rewards are those that may not be recognized by other but hold considerable worth to the individual such as job variety and autonomy (Beaver and Hutchings 2004).
An organization’s reward system has different objectives. Among these are:
- Minimizing expenditure
- Attract and retain appropriate staff
- Motivation
- To encourage particular behaviors
- To facilitate change (Taylor 2000)
Reward management deals with the formulation and implementation of strategies and policies that aim to reward people fairly, equitably and consistently in accordance with their value to the organization. It deals with the design, implementation and maintenance of reward practices that are geared to the improvement of organizational, team and individual performance. Reward management is an integral part of an HRM approach to managing people (Armstrong 2003). Reward management according to Heery and Noon (2001) is that aspect oh HRM that deals with the management of remuneration and, potentially, with the management of intrinsic rewards, such as recognition of employee achievement.
References
Armstrong, M 2003, A Handbook of Human Resource Management Practice. (9th ed.), Kogan Page, London.
Bass, B M 1998, Transformational Leadership: Industrial, Military, and Educational Impact, Lawrence Erlbaum Associates, Mahwah, NJ.
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Gilley, A 2005, The Manager as Change Leader, Praeger, Westport CT.
Gilley, J and Maycunich, A 2000, Organizational Learning, Performance, and Change: An Introduction to Strategic Human Resource Development, Perseus, Cambridge, MA.
Gratton, L., Hailey, V H, Stiles, P, and Truss, C 1999, Strategic Human Resource Management: Corporate Rhetoric and Human Reality. Oxford University Press, Oxford.
Harvard Business School 2005, The Essentials of Managing Change and Transition, Harvard Business School Press.
Heery, E and Noon, M 2001, A Dictionary of Human Resource Management, Oxford University Press, Oxford.
Jick, T D and Peiperl, M A 2003, Managing Change: Cases and Concepts, McGraw Hill, New York.
Snell, S A 1992, ‘Control Theory in Strategic Human Resource Management:The Mediating Effect of Administrative Information’, Academy of Management Journal, vol. 35, pp. 292-327.
Sims, R 2002, Organizational Success through Effective Human Resources
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Taylor, S 2000, Debates in Reward Management. In R. Thorpe and G. Homan. (Eds.), Strategic Reward Systems. Harlow: Financial Times/Prentice Hall.
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