Page 275 - Managing Change in Organizations

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Chapter 14 ■ Change architecture
Table 14.1 Cycles of management (from Juch, B., (1983) © John Wiley &
Sons Limited. Reproduced with permission)

Stage Task/activity Process
1 Thinking Objectives
Policies
Forecasts 6 Preliminary discussion
Proposals
Projects
2 Addressing Budgets
Targets
Commitments 6 Decision making
Organizing
Scheduling
3 Doing Controlling
Training
Monitoring
Reporting
Progress chasing
6
4 Sensing Analysis
Evaluation 6 Evaluation
Problem solving

Learning and change

We have already noted that learning is a characteristic of effective organizational
change possibly best viewed as a consequence of change. This raises the question

of whether we can identify any meaningful equivalence between individual learn-
ing and the processes of organizational change identified in the above. Juch
(1983) has identified what has become a very influential model of learning which
sees the learner at the centre possessing levels of sensory, cognitive, contractual
(communication) and operational skills. The process of learning comprises a cycle
of four stages: namely, thinking, addressing, doing and sensing, with four barriers.
He characterizes the four as follows:
1 ‘Gate’, through which ideas are converted to intentions and declared to
others.
2 ‘Rubicon’, through which some proposals are considered as attracting commit-
ment.
3 ‘Window’, through which attention to certain outcomes is raised.
4 ‘Skin’, through which new perceptions about, say, possible performance are
accepted, leading to a repeat of the cycle.

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