Change Managers and Stakeholder Perceptions of Their Influence on Project Success Shelley Elisabeth Worsley Murphy Bachelor of Arts, Bachelor of Commerce, Master of Public Administration, Diploma of Organisational Change Management Submitted in fulfilment of the requirement for the degree of Master of Philosophy School of Management QUT Business School Queensland University of Technology 2019
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Change Managers and Stakeholder Perceptions of Their Influence on
Project Success
Shelley Elisabeth Worsley Murphy Bachelor of Arts, Bachelor of Commerce, Master of Public
Administration, Diploma of Organisational Change Management
Submitted in fulfilment of the requirement for the degree of
Master of Philosophy
School of Management
QUT Business School
Queensland University of Technology
2019
Change Managers and Stakeholder Perceptions of their Influence on Project Success iii
iv Change Managers and Stakeholder Perceptions of their Influence on Project Success
Abstract
With so many projects being undertaken in the world’s organisations to
accomplish their purposes, project success is of particular interest to researchers.
Project management manages the processes used to maximise success in projects,
and minimise failures. As all projects bring and rely on change, it is not surprising
that change management is increasingly being used to manage the relational
processes involved to maximise success in projects. Authors often refer to the high
rates of project failure (Hughes, 2011). In the project management literature,
discussion has included time, cost and quality as well as critical success factors and
criteria, along with the attributes and contribution of the project manager and
beyond. In the change management literature, there is a range of explanations for
responses to change, models and theories about change, examination of who is
responsible for leading change, and recognition of an emerging role for change
managers. In overview, there appears to be no single formula for success, which
seems to be complex and contingent on a range of factors, including the perspectives
of stakeholders.
Stakeholder theory developed as an alternative to an earlier theoretical over-
emphasis on the financial relationship of the organisation with its shareholders. In
the context of projects, stakeholder theory recognises stakeholders as those that are
able to affect, or may be affected by projects, with interests and needs that change
over time and according to circumstances. The development of change management
inherently recognises the importance of stakeholders and the need to manage them
according to their interests and attributes. There is often a call for project managers
and organisational managers to understand and use change management, and there is
an emerging role of change manager, specifically focussed on change management.
This study drew on project success, stakeholder theory and change
management literature to identify limitations and opportunities for further research.
While a great deal of attention has been paid to describing and understanding the role
and influence of the project manager, relatively little work has done on clarifying the
role and contribution of organisational change managers. There has also been limited
consideration of the perspectives of multiple stakeholders on project success,
Change Managers and Stakeholder Perceptions of their Influence on Project Success v
especially where these might mesh to form a consensus on what success looks like.
There is very limited evidence of any studies considering multiple stakeholders that
include a change manager. This provided an opportunity to explore stakeholder
views of project success, and in particular to explore the concept of change
management success, as well as to contribute to the clarification of the organisational
change manager’s role and influence.
The lack of research provided the basis to plan a qualitative study regarding
project and change management success based on multi-stakeholder perspectives.
Semi-structured interviews were conducted with key stakeholders engaged in a
change project within a single organisational unit. These included the project team,
project sponsor, change manager, service delivery partners, managers, employees
and affected stakeholders, such as line management as ‘customers’ of the project, the
implementation of an organisational review, who might be expected to derive
benefits from it. Data collection and analysis was constant and comparative, with
NVivo software used to assist with coding and thematic analysis.
This study investigated how key stakeholders’ perceptions of project success
were influenced by the presence of a change manager. It provides insights into the
interactions between stakeholders within a change project and the effect of these on
the perceptions of both project success and the contribution of the change manager to
that success. Its findings assist in the identification of key stakeholder interests and
expectations, help inform the practical management of those interests, and contribute
to clarifying the skills and experience of organisational change managers. The study
identified three success factors for change managers: social skills, personal qualities,
experience and expertise. Further, the study generated six success factors for change
management: evidence-based design and execution, role clarity, planning and
scheduling, communication and engagement, support and resilience building, and
value realisation. In combination, these success factors potentially mitigate against
project failures, thereby reducing costs, rework and relationship damage.
vi Change Managers and Stakeholder Perceptions of their Influence on Project Success
Change Managers and Stakeholder Perceptions of their Influence on Project Success vii
Table of contents
Keywords .................................................................................................................... iiiAbstract ....................................................................................................................... ivList of tables ................................................................................................................ xiList of figures ............................................................................................................. xiiStatement of original authorship ............................................................................... xiiiAcknowledgements .................................................................................................... xvAbbreviations ............................................................................................................ xviChapter 1: Introduction ............................................................................................. 11.1 Background to the research ............................................................................................. 11.2 Research problem and contributions ............................................................................... 21.3 Justification for the research ............................................................................................ 51.4 Methodology .................................................................................................................... 61.5 Outline of the report ....................................................................................................... 101.6 Definitions ..................................................................................................................... 111.7 Delimitations of scope and key assumptions, and their justification ............................. 131.8 Conclusion ..................................................................................................................... 14Chapter 2: Literature review ................................................................................... 152.1 Introduction .................................................................................................................... 152.2 Project success ............................................................................................................... 16
2.2.1 Time, cost and quality ........................................................................................ 162.2.2 Project success vs project management success ................................................. 162.2.3 Critical success factors ....................................................................................... 192.2.4 Critical success frameworks and stakeholders ................................................... 192.2.5 Stakeholders and complexity .............................................................................. 222.2.6 Project success – gaps and opportunities for research ........................................ 24
Theory and research gaps ............................................................................................ 24Method gaps ................................................................................................................. 25
2.3 Stakeholder theory ......................................................................................................... 252.3.1 The stakeholder concept ..................................................................................... 262.3.2 Assessing stakeholder power against the dynamism of the environment .......... 272.3.3 A stakeholder approach to strategic management .............................................. 272.3.4 Stakeholder theory types .................................................................................... 29
Normative theory ......................................................................................................... 29Instrumental theory ...................................................................................................... 30Descriptive theory ........................................................................................................ 30
2.3.5 Stakeholders and corporate social performance ................................................. 302.3.6 Stakeholders and competitive advantage ............................................................ 312.3.7 Stakeholder salience ........................................................................................... 312.3.8 Stakeholders and the social network perspective ............................................... 322.3.9 Stakeholders’ power and interest ........................................................................ 332.3.10Converging stakeholder theory ........................................................................... 33
viii Change Managers and Stakeholder Perceptions of their Influence on Project Success
2.3.11Stakeholder influence strategies ........................................................................ 332.3.12The relative importance of stakeholders ............................................................ 342.3.13The stakeholder/organisation relationship ......................................................... 342.3.14Motivating stakeholders ..................................................................................... 352.3.15Managing stakeholders ...................................................................................... 352.3.16Applying stakeholder theory to projects ............................................................ 36
Project stakeholder management – an organisational management challenge ............ 36Stakeholder mapping for projects ................................................................................ 36Differentiating stakeholder expectations ..................................................................... 37Stakeholder identification for projects ......................................................................... 37Different stakeholders, different time periods, different perceptions of success ......... 37
2.3.17Stakeholders and the present study .................................................................... 382.3.18Stakeholder theory – gaps and opportunities for research ................................. 40
2.4.5 Change management – skills, knowledge and attributes ................................... 58The concept of competency ......................................................................................... 58Change management competencies ............................................................................. 58
2.4.6 Change management – gaps and opportunities for research .............................. 60Theory and research gaps ............................................................................................ 60Method gaps ................................................................................................................. 61
2.5 Conclusion ..................................................................................................................... 62Chapter 3: Methodology ......................................................................................... 633.1 Introduction ................................................................................................................... 633.2 Research philosophy and approach ............................................................................... 633.3 Research design and strategy ........................................................................................ 65
3.3.1 Case study .......................................................................................................... 663.3.2 Project setting ..................................................................................................... 673.3.3 Data collection ................................................................................................... 68
Change Managers and Stakeholder Perceptions of their Influence on Project Success ix
3.8 Limitations ..................................................................................................................... 773.9 Conclusion ..................................................................................................................... 78Chapter 4: Findings and analysis ............................................................................ 794.1 Introduction. ................................................................................................................... 794.2 Case study context ......................................................................................................... 794.3 Outline of the progress of the study ............................................................................... 824.4 Interview results ............................................................................................................. 86
4.4.1 Understanding the project purpose ..................................................................... 86Change through implementing review recommendations ........................................... 87Implementing structural change ................................................................................... 88Effecting cultural change ............................................................................................. 88Improving governance ................................................................................................. 88Summary of project understanding .............................................................................. 89
4.4.2 The organisation’s usual approach to change ..................................................... 89Change just happens .................................................................................................... 90Poorly considered approach ......................................................................................... 91Little involvement ........................................................................................................ 91Many unfinished changes ............................................................................................ 92Summary of the organisation’s usual approach to change .......................................... 92
4.4.4 Challenges – change management in general ..................................................... 95Role of the change manager ......................................................................................... 96Resourcing ................................................................................................................... 97Timing .......................................................................................................................... 97Effective engagement .................................................................................................. 97Summary of challenges – change management in general .......................................... 98
4.4.5 Perceptions of change manager influence .......................................................... 98Social skills .................................................................................................................. 99Experience and expertise ........................................................................................... 100Personal qualities ....................................................................................................... 100Organisation ............................................................................................................... 101Summary of perceptions of change manager influence ............................................. 101
4.4.6 The contribution of change management to project success ............................ 102Cultural improvement ................................................................................................ 103Embedded structural change ...................................................................................... 103Communication and engagement ............................................................................... 103Focussed change ........................................................................................................ 104Learning and development ......................................................................................... 104Summary of the contribution of change management to project success .................. 105
4.6.1 Research question one ...................................................................................... 108Research question one – part a .................................................................................. 108Experience and expertise ........................................................................................... 110Research question one – part b .................................................................................. 111Research question one – findings and the literature .................................................. 113Research question one – summary ............................................................................. 117
4.6.2 Research question two ...................................................................................... 117Research question two – part a .................................................................................. 118
x Change Managers and Stakeholder Perceptions of their Influence on Project Success
Research question two – part b .................................................................................. 121Research question two – findings and the literature .................................................. 126Research question two – summary ............................................................................ 135
4.7 Research questions summary ...................................................................................... 1364.8 Linking to project success ........................................................................................... 1384.9 Conclusion ................................................................................................................... 142Chapter 5: Discussion and conclusion .................................................................. 1435.1 Introduction ................................................................................................................. 1435.2 Discussion and conclusions ......................................................................................... 144
5.2.1 Research question one ...................................................................................... 146The role of the change manager ................................................................................. 146Communication and engagement ............................................................................... 146
5.2.2 Research question two ..................................................................................... 146Complexity ................................................................................................................. 146Cornerstone communication ...................................................................................... 147Cultural intent ............................................................................................................ 147Coordinated complementarity .................................................................................... 147Comparative consequence ......................................................................................... 148Combining change management and project management ....................................... 148
5.3 Contribution to theory ................................................................................................. 1495.4 Contribution to practice ............................................................................................... 1515.5 Limitations .................................................................................................................. 1525.6 Further research ........................................................................................................... 1535.7 Conclusion ................................................................................................................... 153Appendices ............................................................................................................... 167
Appendix A Participant interviews – base guide ....................................................... 168Appendix B Ethics approval (email) .......................................................................... 169Appendix C Approved ethics templates and forms (Participant recruitment,
information sheet, consent forms) .................................................................... 171Appendix D Enlarged figures ..................................................................................... 179
Change Managers and Stakeholder Perceptions of their Influence on Project Success xi
List of tables
Table 1.1 Research Questions ...................................................................................... 5Table 1.2 Definitions .................................................................................................. 11Table 3.1 Interview Questions and the Literature ..................................................... 71Table 4.1 Participants by Stakeholder Type .............................................................. 82Table 4.2 Summary of Interview Themes ................................................................... 84Table 4.3 Primary Themes - the Influence of Change Managers and Change
Management ................................................................................................. 85Table 4.4 Interview Themes - Understanding the Project Purpose ........................... 86Table 4.5 Interview Themes - the Organisation's Usual Approach to Change ......... 89Table 4.6 Interview Themes - Challenges - Change Management Project ................ 93Table 4.7 Interview Themes - Challenges - Change Management in General .......... 95Table 4.8 Interview Themes - Perceptions of Change Manager Influence ................ 99Table 4.9 Interview Themes - Contribution of Change Management to Project
Success ....................................................................................................... 102Table 4.10 Primary Themes - Change Manager Contribution ................................ 108Table 4.11 Research Question One - Study Findings and the Project Success
and Change Management Literature ......................................................... 114Table 4.12 Research Question Two - Study Findings and the Project Success
and Change Management Literature ......................................................... 127
xii Change Managers and Stakeholder Perceptions of their Influence on Project Success
List of figures
Figure 1.1. Summary of research methodology. .......................................................... 7Figure 1.2. Overall study approach. ............................................................................. 9Figure 1.3. Study chapters. ........................................................................................ 10Figure 4.1. Business model. ....................................................................................... 80Figure 4.2. Three themes for change manager influence. ........................................ 113Figure 4.3. Six themes for change management influence, supported by three
themes of change manager influence. ........................................................ 118Figure 4.4. Change manager influence and change management influence –
interview themes leading to primary themes. ............................................ 137Figure 4.5. Change manager and change management success factors, and
Pinto and Slevin's (1987) project success factors. ..................................... 140Figure 5.1. Combining change manager, change management and the Pinto
and Slevin (1987) project success factors. ................................................. 149
Change Managers and Stakeholder Perceptions of their Influence on Project Success xiii
Statement of original authorship
The work contained in this report has not been previously submitted for a
degree or diploma at any other higher educational institution. To the best of my
knowledge and belief, the report contains no material previously published or written
by another person, except where due reference is made.
Shelley Murphy
18 September 2019
ORCID 0000-0003-1808-1809
QUT Verified Signature
xiv Change Managers and Stakeholder Perceptions of their Influence on Project Success
Change Managers and Stakeholder Perceptions of their Influence on Project Success xv
Acknowledgements
Professional editor, Sue Nielsen, provided copyediting and proofreading
services, according to the guidelines laid out in the university-endorsed national
‘Guidelines for editing research theses’.
My sincere thanks to Associate Professor Paul Davidson, for making time to
talk to me at an event some time ago, diagnosing a latent desire to do research and
encouraging me to do some. Also I would like to thank him for periodically
reminding me I wanted to do this. I would like to express my gratitude to both my
supervisors, Associate Professors Erica French and Paul Davidson, for their
guidance, encouragement, patience and good humour.
I would also like to thank my husband, Daniel, for his love and support, often
in the form of coffee and chocolate, and random acts of helpful domesticity. I would
also like to thank my sons, Dominick and Oliver, for their love and support, for
encouraging me to get on with it, and listening to me when I found balancing work,
home and study just a bit much. To Dominick, thank you for the odd spot of proof-
reading and diagram consultation.
Thank you too to my mother, Elisabeth, for her love and understanding,
especially as I was not always as available as I would like to be. While she has
always wondered what I ‘use all this education for’, she is always gratifyingly
enthusiastic about any milestones and awards achieved.
I am grateful to the chief executive of the participating organisation for
granting me access and especially to the participants of this study for letting me into
their world. Without their generous participation and openness it would not have
been possible.
Finally, this thesis is dedicated to the memory of my father, Michael Weston,
who taught me one of my most useful academic survival skills – speed-reading – and
whose intelligence and curiosity inspired my love of reading and learning (if not
assessment).
xvi Change Managers and Stakeholder Perceptions of their Influence on Project Success
Abbreviations
Abbreviation or acronym Term in full ACMP Association of Change Management Professionals ADKAR Awareness, desire, knowledge, ability, reinforcement
(change model) CMI Change Management Institute CMBoK Change Management Body of Knowledge
Chapter 1: Introduction 1
Chapter 1: Introduction
1.1 BACKGROUND TO THE RESEARCH
Stakeholder perceptions appear to be a crucial factor in the concept of ‘project
2016). As a result, there is a greater interest in change management and in change
managers whose roles would be to manage, or engage, stakeholders. However, the
literature is in the very early stages of understanding the role of the change manager.
There is also limited agreement about how project management and change
management can combine for project success (Crawford & Nahmias, 2010; Pollack
& Algeo, 2016).
4 Chapter 1: Introduction
While there has been some exploration of the role of the project manager and a
limited number of stakeholders, including a comparison of practitioner views of
project managers and change managers (Pollack & Algeo, 2015), there is limited
evidence in the literature of any study examining multiple stakeholder perceptions of
project success including the views of, or about, organisational change managers.
The purpose of this study was to explore stakeholders’ perceptions of the
influence of organisational change managers on project success through their change
management contribution. Analysis of stakeholder perspectives was expected to lead
to a comprehensive, contextual and useful understanding of both project and change
management success factors. For the needs of this study, the following operational
definitions applied:
• influence of organisational change managers – the combination of skills
and attributes demonstrated by change managers that stakeholders, and
change managers themselves, perceive as contributing to the delivery of
project, or change initiative, success
• change managers – those formally employed in change management roles
• stakeholders – the change project’s owner or sponsor and the project
managers, and similarly influential stakeholders such as senior
management and service delivery partners, and affected employees and
line managers as well as the change managers themselves.
The specific research questions are provided below in Table 1.1 and the
justification for this study is summarised in Section 1.3 Justification for the
Research.
Chapter 1: Introduction 5
Table 1.1 Research Questions
1.3 JUSTIFICATION FOR THE RESEARCH
Project success is a popular theme in the literature, because of the importance
and complexity of the project management industry (Azim et al., 2010; Rolstadås,
Tommelein, Schiefloe, & Ballard, 2014) and perceptions of high failure rates
(Hornstein, 2015). The project success literature seeks to establish how success can
be maximised and failure avoided.
The project management literature continues to explore facets of project
success. From an early focus on time, cost and quality (Belassi & Tukel, 1996) and
through various criteria and factors (Müller & Turner, 2010), the literature now
recognises the importance and range of stakeholder perspectives in assessing project
success (Davis, 2016). There is recognition in the literature that interpersonal skills,
engagement and communication are important (Fortune & White, 2006; Pinto &
Slevin, 1987). More recently, the literature has acknowledged a need for change
management (Hornstein, 2015; Pollack & Algeo, 2015). There has been considerable
Research question Sub-question 1. How are organisational change managers
influencing stakeholders’ perceptions of change project success?
a. How do organisational change managers perceive their influence on project success?
b. How do key stakeholders (such as project owners, project managers, affected employees, managers, service delivery partners) perceive the influence of organisational change managers on project success?
2. How do stakeholder perceptions of the contribution of change management inform the future assessment of project success?
a. How do organisational change managers’ perceptions of the contribution of change management inform the future assessment of project success?
b. How do the perceptions of key stakeholders (such as project owners, project managers, affected employees, managers, service delivery partners) of the contribution of change management inform the future assessment of project success?
6 Chapter 1: Introduction
discussion about what that involves, as well as who should be responsible. In the
midst of this discussion, there is now an emerging role for change managers in
organisations. However, there is little agreement about the way in which project
management and change management should work together for success (Pollack &
Algeo, 2015) and little is known about the role and contribution of change managers
Interviews were conducted between September and December 2018, close to
the formal completion of the project. The interviews were recorded and transcribed.
Thematic analysis was assisted by the use of NVIVO software. Data analysis took
the form of axial or focused coding followed by categorisation and theory building,
using an iterative process of analysis and reference to the literature (Charmaz, 2014).
The consolidated findings are discussed in the findings and analysis chapter of
the report, Chapter Four. Finally, a discussion of the contribution of this study, its
limitations and potential future research is provided in Chapter Five. An overview of
the study approach is provided in Figure 1.2. Overall study approach.
Chapter 1: Introduction 9
Figure 1.2. Overall study approach.
Identification of gaps – research and/or method Opportunities to: 1. Explore project success 2. Explore multiple stakeholder perspectives 3. Explore role and contribution of change managers and change management
Research methodology Philosophy and approach – interpretivism and induction Research strategy – embedded single case study Qualitative data collection – semi-structured interviews, field notes and memos
Research aim • To investigate the perceptions of success amongst multiple stakeholders • To investigate the influence of organisational change managers on perceptions of
success • To present recommendations to help identify and manage expectations regarding
change management through the project lifecycle; and • To identify future research opportunities resulting from the discussion and conclusions
of the research.
Research questions 1 How are organisational change managers influencing stakeholders’ perceptions of change
project success? 1.1 How do organisational change managers perceive their influence on project success? 1.2 How do stakeholders (project owners, project managers, affected employees) perceive
the influence of organisational change managers on project success? 2 How do stakeholder perceptions of the contribution of change management inform the
future assessment of project success? 2.1 How do organisational change managers’ perceptions of the contribution of change
management inform the future assessment of project success? 2.2 How do the perceptions of key stakeholders (project owners, project managers, affected
employees) of contribution of change management in inform the future assessment of project success?
Analysis Thematic analysis, use of NVIVO
Research findings and discussion Identification of common and different perceptions of stakeholders
Research contributions
Future research opportunities
Literature review Project success, stakeholder theory and change management
10 Chapter 1: Introduction
1.5 OUTLINE OF THE REPORT
Chapter One introduces the study and provides an overview of the report and
its structure. Chapter Two reviews the literature on project success, stakeholder
theory and change management, outlining the development of research in these areas
and highlighting gaps or opportunities for further study. The research questions were
developed and justified on the basis of this analysis. Chapter Three describes and
justifies the research methodology chosen for the study. Chapter Four presents the
results of the study and the analysis. Chapter Five presents the discussion, the
contributions, the limitations of the study, and areas identified for further research.
The study chapters and structure are illustrated below (Figure 1.3):
Chapter 1 Introduction
Chapter 2 Literature review
Chapter 3 Methodology
Chapter 4 Findings and
analysis
Chapter 5 Discussion and
conclusion Background to the
research
Research problem and contributions
Justification for
the research
Methodology
Outline of the report
Definitions
Delimitations
Conclusion
Introduction
Project success
Stakeholder theory
Change management
Conclusion
Introduction
Research philosophy and
approach
Research design and strategy
Interview questions
Data analysis
Trustworthiness
Governance
Limitations
Conclusion
Introduction
Case study context
Outline of the progress of the
study
Interview results
Additional data
Analysis
Research questions summary
Linking to project
success
Conclusion
Introduction
Discussion and conclusions
Contribution to
theory
Contribution to practice
Limitations
Further research
Conclusion
Figure 1.3. Study chapters.
This thesis has been set in 12 point Times New Roman font with various sized
heading styles. The report style conforms to the Queensland University of
Technology’s Requirements for Presenting Theses, and is guided by the Thesis
Presentation and Management in Word 11 and 13 document, and the numbered
thesis template guide. These guides conform to the APA 6th style. Spelling contained
within quotations conforms to the original document quoted, resulting in some
spelling inconsistencies.
Chapter 1: Introduction 11
Throughout the thesis diagrams have been used to illustrate the text. These
frequently contain arrows to indicate connections, links or a flow. These are not
intended to indicate causal relationships or any correlation.
1.6 DEFINITIONS
Definitions adopted by researchers are often not uniform, so key and
controversial terms are defined to establish positions taken in the academic research
(Perry, 2013), as follows (Table 1.2):
Table 1.2
Definitions
Term Definition Justification Project success Evaluation of projects
and /or project management based on factors and/or criteria.
Project success is typically seen as a combination of project success factors and success criteria (Müller & Turner, 2010). There is some distinction between project management success as the micro level of measurement based on traditional measures of performance, and project success as a more macro level concept, which relates to achieving the original project concept and measurement against the overall business objectives (Lim & Mohamed, 1999; Rolstadås et al., 2014) (see Chapter 2.2).
Stakeholders Individuals or groups that need to be consulted or participate in decision-making.
Stakeholder theory therefore aims to assist in the identification of individuals or groups who need to be consulted or should participate in decision-making (Bonnafous-Boucher & Rendtorff, 2016).
Stakeholder engagement/ management
A process of understanding, managing and balancing the interests and influence of stakeholders, and developing and maintaining relationships with and between stakeholders.
Stakeholder research contains two primary themes: a strategic theme relating to the management of interests and a moral theme concerned with balancing interests (Frooman, 1999; Mainardes, Alves, & Raposo, 2011). It is also concerned with relationships between the organisation and stakeholders (Friedman & Miles, 2006) as well as stakeholder needs and actions (Frooman, 1999). (See Chapter 2.3)
Project owner Responsible for the funding of the project.
Turner and Zolin (2012) describe project owners as the source of funding.
Project sponsor or executive
Senior manager who identified the need for the project and likely benefits.
Turner and Zolin (2012) describe the project sponsor as a senior manager who identified the need for a new asset and its likely benefits.
Customers The receivers of the product or services.
Turner and Zolin (2012) describe customers as those that purchase new products. In the context of this study, they would receive services.
12 Chapter 1: Introduction
Term Definition Justification Operators and users
Those that use the new products or services that result from the project.
Turner and Zolin (2012) describe operators and users as those that use new products and are concerned with usability and reliability. In the context of this study, they would be similar to customers, in that they would be receiving services.
Project manager and team
Primarily concerned with delivery of the project. Concerned with time, cost and quality as well as personal experience, reputations and relationship management.
Turner and Zolin (2012)
Senior supplier Lead contractor, with similar concerns as the project manager and team.
Turner and Zolin (2012)
Other suppliers Suppliers of services and goods to the project.
Turner and Zolin (2012)
Public Concerned for environmental and social impacts, with an interest in value for money where projects are publicly funded.
Turner and Zolin (2012)
Service delivery partners
Individuals and representatives of organisations that are provide complementary and interdependent services through the organisations premises.
In the context of the public service, this is not entirely unusual. Many public service organisations operate from the same location, which is regarded as belonging to a primary agency, and provide complementary and inter-connected services to the same clients or customers. In the context of this study, there are independent officeholders as well as representatives of government agencies.
Employees Individuals and groups of individuals employed by the organisation that will be affected by a project or change, and may have to give effect to a change in some capacity.
Kotter (1996) describes steps six and seven of his eight steps of Leading Change as including rewarding employees that participate, as well as hiring and rewarding employees that can implement the vision
Change Adaptations and transformations occurring at various levels and in various aggregations (individual, group, organisational and social), at different speeds and intensity,
Gareis (2010)
Chapter 1: Introduction 13
Term Definition Justification and as a result of a variety of drivers or circumstances.
Change management
The management of a program of change activities and interventions.
See Chapter 2.4
Change manager A person employed explicitly for the purposes of managing the change management program, whatever their organisational title.
Over time the literature has referred to change agents as ranging from managers with some responsibility for change through to persons whose primary responsibility is to manage change – a role that has emerged more recently. (Crawford & Nahmias, 2010; Stummer & Zuchi, 2010). See Chapter 2.4.
1.7 DELIMITATIONS OF SCOPE AND KEY ASSUMPTIONS, AND THEIR JUSTIFICATION
This study takes the form of a single, embedded case study and therefore faces
the limitations associated with a singular context and set of circumstances. The study
took place in a public sector organisation, with participants located in a single
workplace. The workplace was undergoing a significant cultural and business change
following a comprehensive organisational review. The level of participation in the
study was affected to some extent by the effects of the review and change process.
Participants were accepted for this study if they had a direct or indirect role
relating to the project, that is, the implementation of the accepted organisational
review recommendations. The stakeholders either held a very specific and individual
role such as change manager/project manager, project sponsor, project executive or
were members of a broader group of stakeholders such as employees, managers or
service delivery partners.
In the context of the above, the observations and conclusions of this study are
limited by the circumstances of the study. The study does not seek to fully explain
change management, the role of change managers or define project success in
generalisable terms.
14 Chapter 1: Introduction
1.8 CONCLUSION
This chapter has laid the foundation for the report. It introduced the research
problem and research issues. It also justified the current study and presented the
research questions. The methodology was briefly described and justified, and the
contents of the report were outlined. On this basis, the report proceeds with a detailed
description of the research.
Chapter 2: Literature Review 15
Chapter 2: Literature review
2.1 INTRODUCTION
This chapter reviews the research into project success, stakeholder theory,
change management and the emerging role of the change manager. The research
questions developed for the study resulted from the emerging themes and gaps
identified in the literature and research methods. The chapter contains five sections:
1. Introduction: a brief overview of the chapter.
2. Project Success: this section summarises the development of the literature
from concepts of time, cost and quality through success factors to a more
recent realisation of the criticality of stakeholders.
3. Stakeholder Theory: the literature is explored for two reasons. Firstly, the
to gain an understanding of why stakeholders might be considered critical
to project success, how stakeholders are identified, and how the evolution
of the management and engagement of stakeholders might relate to the
context of the study. Secondly, the stakeholder theory review informed
the design of the study.
4. Change management: the change management literature draws from
various disciplines and presents theory types, models, practitioner
frameworks, key factors and change roles for consideration. The review
of the literature suggests change management can make a contribution to
project success, but what of the emerging role of the change manager?
5. Conclusion: this chapter concludes with the observation that there is an
opportunity to further explore the relationship between stakeholder
perceptions and project success, and to consider the potential influence of
change management, with its inherent focus on stakeholder engagement,
and the emerging change manager role, on those perceptions.
16 Chapter 2: Literature Review
2.2 PROJECT SUCCESS
The evaluation of projects, or the measurement of success, has been
comprehensively discussed in the literature (Davis, 2016). Project success has been
of particular interest to project management researchers (Pollack & Algeo, 2015,
2016) over an extended period and successive periods of discussion have broadened
the definition of success (Müller & Turner, 2010; Turner & Müller, 2005) in
response to ambiguity and complexity (Belassi & Tukel, 1996; Rolstadås et al.,
2014). From the 1960’s on, authors have been seeking and publishing factors for
success, starting with Daniel (1961), who introduced the concept in relation to what
he described as a management information crisis caused by the rate of organisational
change (Fortune & White, 2006; Rolstadås et al., 2014). With little consensus of
opinion, these factors have related to specific problems, activity and project types,
critical failure factors and comparison of factors (Fortune & White, 2006) and with
regard to context, the industry or project complexity (Rolstadås et al., 2014). The
following discussion explores the development of the concept of project success
from the 1970’s focus on time, cost and quality to recent advances.
2.2.1 Time, cost and quality
Up to the 1970’s, attention focused on the operational and management aspects
of projects, with many early studies examining the reasons for project failure based
on assumptions about time, cost and set performance criteria (Belassi & Tukel,
1996). With the focus on time, cost and quality (Müller & Turner, 2010; Turner &
Müller, 2005) came an interest in improvements in implementation and functionality,
and delivery systems (Turner & Müller, 2005). This operational focus concentrated
on the performance requirements established at the implementation stage (Davis,
2014) and what was expected to be delivered by the end of the project (Rolstadås et
al., 2014). By the 1980’s this focus led research attention on the need for planning
perspectives is concerned with the social construction of knowledge (Willig, 2013).
In the context of a change project the aim is to understand (Saunders et al., 2009)
how the stakeholders, or participants, talk about their experiences of change
generally and the project in particular.
The research leant toward social constructionism, assuming that people act as a
consequence of their perceptions and may create partially shared meaning through
their interactions (Saunders, 2016). In its more moderate form, social
constructionism attempts to link more specific reality to the broader context (Willig,
2013). This is evident in the research design, which explored individual and group
stakeholder perspectives with the objective of finding both difference and
commonality. The study focused on complexity, interpretations and the making of
meaning, and it required the researcher to approach the project with empathy in order
to understand the participants’ view (Saunders, 2016). However, the participants
view cannot be separated from what they might have been doing in the context of
providing their account (Willig, 2013). That is, the social constructionism view
would assume the stakeholder has a position of his or her own to pursue or protect
that influences their responses. The aim is to understand their reality as they have
constructed it.
The ontological position of this study is subjectivist and interpretivist. Firstly,
it assumes that reality is decided by convention or is socially constructed through
culture and language, and that there can be multiple realities and interpretations
(Saunders et al., 2009). Secondly, the purpose of the research was to understand the
perspectives of different groups of stakeholders and to understand the commonalities
of their experiences as well as their differences, an interpretivist approach (Saunders,
2016).
Chapter 3: Methodology 65
Given the epistemological and ontological positions outlined above, this study
used an inductive approach. Inductive approaches to theory development explore
phenomena through data and seek to develop an explanation. Inductive approaches
are also concerned with the context of the phenomenon (Saunders, 2016). Small
samples, in-depth investigations (Saunders et al., 2009) and qualitative data are more
likely choices for research of this nature (Saunders, 2016). The data is collected to
explore the phenomenon, identify themes, and build a conceptual framework
(Saunders et al., 2009)
The research topic is one of great interest to the researcher whose role as a
practitioner involves organisational change and the implementation of organisation-
wide projects. It is acknowledged that the researcher’s own values and beliefs played
a role in the interpretation of the literature and the data collected. The researcher
undertook a Heightening your Awareness of your Research Philosophy (HARP) self-
assessment (Saunders, 2016, pp. 153-155) to explore their underlying values and
assumptions.
3.3 RESEARCH DESIGN AND STRATEGY
In order to explore stakeholder perceptions, and their implications, the study
took a mono method qualitative form. This is consistent with the interpretivist and
inductive approach described above in that the study aims to understand meaning
from the perspective of the participants. The study was exploratory (Saunders, 2016)
in nature being premised on research questions which explore how perspectives are
being influenced by change managers and how the resulting perspectives about
change management may inform the assessment of project success. The study was
evaluative (Saunders, 2016) as it assessed stakeholder perceptions of the
effectiveness of change strategies on a project.
Given the nature of the research questions and the theoretical perspective, an
embedded single case study (Yin, 2009) design was adopted, with data collected
through semi-structured interviews in a single phase (Saunders, 2016) of fieldwork.
The case study design is discussed in Section 3.3.1 Case Study, below, and further in
the Section 3.5 Data Analysis. The rationale for semi-structured interviews is
provided in Section 3.3.3 Data Collection, and the development of the interview
questions is discussed in Section 3.4 Interview Questions.
66 Chapter 3: Methodology
3.3.1 Case study
The study used a case study analysis strategy. This form of research enables
deep understanding (Woodside, 2010) and allows for contextualised, deep
understanding and is a means to construct practical knowledge that is responsive to
its environment (Ramirez, G, cited in (Marshall & Rossman, 2015). Case study
research is particularly appropriate where the intention is to deeply understand a real-
life phenomenon within context (Yin, 2009). More simply, “…people and programs
are prospective cases” (Stake, 1995, p. 21).
Yin (2009) advises that all case study designs can be successful. While
multiple-case studies may be preferable owing to potentially greater analytic benefits
and more protection from criticism, in practical terms, multiple case studies must
overcome challenges of resourcing and time. Yin (2018) argues single case studies
are acceptable where there is a sufficient argument and for a range of reasons,
including five key rationales: the case is theoretically critical; the case is unusual; the
case is common and captures everyday situations; the case relates to something that
was previously inaccessible and is therefore relevatory; or finally, the case is
longitudinal, that is a single case is observed two or more times. The present study
has a level of novelty, and the potential for being revelatory (Yin, 2018), in that there
is little evidence of a study involving multiple stakeholders, considering change
management and the link to project success. However, it also aims to explore and
explain a situation that is common in the business world and therefore will serve as
an illustration of everyday circumstances (Yin, 2018). The available timeframe and
resources for this study made a longitudinal case study unfeasible.
Single case studies are useful in other ways. They are appropriate for
identifying the feasibility of future studies, development of operational measures,
and the formation of hypotheses or explanations about processes (Yin, 2018). They
are also
important for the development of a nuanced view of reality…and important
for researchers’ own learning process in developing the skills needed to do
good research…concrete, context-dependent experience is just as central to
them as to professionals learning any other specific skills. (Flyvbjerg, 2001,
p. 72)
Chapter 3: Methodology 67
The present study provides a basis for replication and expansion. It opens the door
for cross-case comparisons and mixed method evaluation.
Theory guided the development of the research questions and therefore the
characteristics of an appropriate case (Willig, 2013). This study was an embedded
single case study design Yin (2009), as it involved units of analysis at more than one
level within a single case (Yin, 2018). That is, the study drew data from participants,
of different types, involved in a single case. Data was gathered through interviews.
Interviews, within case studies, are appropriate where small numbers of people are
involved, they are accessible, they are core to the study and where extended
responses and high levels of disclosure are sought (Gilham, 2010). The key and
affected stakeholders selected were well placed to observe performance and assess
the influence of a change manager on project success, from their perspective.
Case study analysis can be communicated in varied ways. This thesis provides
details about the case including the reasoning for the choice, the number and
positions of the participants involved, the period of the fieldwork, the way in which
the fieldwork was conducted and the data recorded, as well as describing the process
of analysis (Atkins & Sampson, 2002). This study has taken a balanced approach to
analysis and reporting. The results and findings are presented in a way that aligns
with the thematic analysis. Initially it presents the information arising from the case,
a narrative containing illustrative quotes and information from the participants
(Eisenhardt & Graebner, 2007) (see Section 4.4 Interview Results) and progresses
toward explanatory concepts (Willig, 2013) connected to theory (Eisenhardt &
Graebner, 2007) (see Section 4.6 Analysis), demonstrating the iterative approach
taken (Atkins & Sampson, 2002).
3.3.2 Project setting
“Case study research is not sampling research…” (Stake, 1995, p. 4). Cases
should be selected that maximise what can be learnt by being accessible and
hospitable to the project (Stake, 1995). In this instance, it was proposed to take a
particular case and know it well. To this end the choice of case was purposeful and
might be considered purposeful sampling (Zikmund, 2010). It relied on accessing a
site and project where there were sufficient participants and a range of stakeholder
types engaged in a change project, including a change manager.
68 Chapter 3: Methodology
The case study was chosen on a convenience basis; it was accessible and
hospitable to the project. The research was undertaken at a Queensland State
Government workplace, within a specific organisational or business unit undergoing
a specific change project with its specific program of work that ranges from cultural
to business process change implementation, which is described in Section 4.2 Case
Study Context. Access was negotiated through the chief executive of the
organisation, with preliminary discussions held with relevant senior managers about
facilitating that access, agreeing on logistics and protocols.
3.3.3 Data collection
Semi-structured interviews
Semi-structured interviews promote interaction and provide the opportunity to
obtain information in context. They also facilitate the description of complex
interactions. While semi-structured interviews are guided by a base set of questions,
the format is flexible and adaptable allowing participants to answer freely (Marshall
& Rossman, 2015). “Interviews are the most common form of data collection in
qualitative research…the most effective way of obtaining data for certain research
questions” (Charmaz, 2014, p. 79). While the interview method may be criticised for
subjectivity (Charmaz, 2014) this is what was required for this study, which relied on
stakeholder perceptions of project success.
The key challenges associated with interviews include dependence on
cooperation and collaboration, the potential for misinterpretation on the part of both
interviewer and interviewee, and reliance on the researcher having interviewing
skills (Marshall & Rossman, 2015). These were addressed through professional
organisation from first contact to post-interview follow-up. Questions were designed
for each of the different categories of stakeholder and appeared naïve enough to
encourage the participants to provide free commentary (Willig, 2013; Yin, 2009).
There is a risk of bias on the part of the researcher and/or the participant, as
well as bias introduced through the process of participation (Saunders, 2016). The
interview guide provides some structure (Charmaz, 2014), and efforts to use attentive
listening skills, including open and probing questions mitigate the risk of bias on the
part of the researcher (Marshall & Rossman, 2015; Saunders, 2016). For this study
the interview questions were derived from the research questions and based on
Chapter 3: Methodology 69
concepts and issues arising out of the literature review, discussed further in Section
3.5 Interview Questions. An interview guide containing a base set of questions was
used for each interview (see Appendix A and Section 3.4 Interview Questions). The
sequence and phrasing was contextualised for the relevant stakeholder type to ensure
relevance and a conversational flow.
Participants were drawn from stakeholder groups involved in a single change
project within a unit of a government department. Identification of potential
stakeholders was based on stakeholder theory and commonly terms in the project
management and change management literature. Stakeholders included: the project
sponsor or executive, the change manager, project manager, employees, managers,
external or independent service delivery partners, and members of senior
management. The total number of employees and other stakeholders involved in the
change project was 60. Therefore there were sufficient numbers from which to draw
volunteer participants.
Participants were expected to provide their own observations and views about
the purpose of the project, their expectations, their understanding of the role of the
change manager, and the contribution of the change manager and change
management to project success. The face-to-face interviews took place in a
convenient location, at an agreed time, and with every effort to ensure that they were
not intrusive. The length of the interview varied according to the participant but did
not exceed one hour. The interview was recorded and transcribed, and field notes
were taken to provide additional context. Face-to-face interviews allow for noting
non-verbal behaviour in addition to any other observations (Marshall & Rossman,
2015).
Procedures were developed to facilitate logistics, data-collection and data
management (Marshall & Rossman, 2015). Notes about themes and the application
of theory and related literature assisted in ordering thoughts (Marshall & Rossman,
2015). Memos and field notes assist with disciplined reflection about the process of
gathering data, the data quality and the researchers interpretation or reaction
(Marshall & Rossman, 2015). For this study, field notes comprised of the
researcher’s notes taken at the time of the interview (individual or group).
70 Chapter 3: Methodology
3.4 INTERVIEW QUESTIONS
Interview questions are used to extract participant information that is relevant
to the research questions and must be both aligned to the research question and
necessary (Castillo-Montoya, 2016). However, they are different to the research
questions in that they must be designed to facilitate a conversation, and so should
couched in language that suits the context and practices of participants (Castillo-
Montoya, 2016). As the interviews were semi-structured, the base set of questions
was designed to allow flexibility, with questions used as alternatives, prompts or
follow-ups, as necessary. Introductory questions were used to set the scene and build
rapport, while closing questions allowed for participants to reflect on their
information, add anything else they thought relevant, and close the process (Castillo-
Montoya, 2016).
Key questions and transition questions (Castillo-Montoya, 2016) were linked
to concepts arising from the literature review (Atkins & Sampson, 2002). Two
research questions were explored: 1) how organisational change managers are
influencing stakeholders’ perceptions of change project success, and 2) how
stakeholders’ perceptions of the change management inform the future assessment of
project success. The sub-questions: a) sought the perceptions of key stakeholders,
including the change manager, on the influence of change managers on project
success, and b) explored how stakeholders’ perceptions of the contribution of change
management would inform the future assessment of project success. In order to
explore the stakeholders’ perspectives, the following ‘base’ questions were
developed with links to the literature as listed (Table 3.1). The questions were
delivered in a different and more conversational order, and adapted to suit the
context and role of the participant. They are presented here in topic areas to simplify
the linkages to the literature.
Chapter 3: Methodology 71
Table 3.1
Interview Questions and the Literature
Interview questions Literature Questions about the project:
How would you describe the purpose of the project?
Overall, what should the project accomplish from your point of view?
What were the proposed benefits of this project?
Were the benefits of this project realised?
Understanding the project objectives as an element of: exploring critical success factors for organisational change management (By, 2005).
Components of project success – project success factors and criteria (Müller & Turner, 2007)
Benefits; the importance of stakeholder perceptions (Cooke-Davies, 2002)
Questions about the change manager:
What were your initial expectations of the change manager's involvement in achieving the benefits?
What key skills or knowledge were you looking for to assist with the project?
Pick one event, action or issue that would have tested the change manager's skills during the project, and tell me about it.
If you were advising a colleague on the selection of a change manager, what key skills and knowledge would you recommend looking for, based on your experience?
Which five skills would you rate as the most valuable, and why?
What do you see as the challenges for change managers in the future?
Understanding stakeholder perceptions of the role: evaluation of stakeholder demands and influence is necessary (Olander & Landin, 2005).
Observations that project sponsors want project managers with appropriate competencies and an appropriate focus (Müller & Turner, 2007) might be relevant to change managers.
“Formal expertise for managing change is necessary…the challenge is how to incorporate formal change management expertise”(Bariff, 2013, p. 45)
Competency theory – maximum performance occurs where capability meets the needs of the role and the organisation (Boyatzis, 2008).
Understanding the contextual influences on change management competencies would be worthwhile (Crawford & Nahmias, 2010).
Few industry bodies, academic programs, or agreed governance for change management roles (Crawford & Nahmias, 2010).
Factors for change ‘agentry’ (Lunenberg, 2010)
“although the literature on change management may be useful in providing models and frameworks for conceptualising the activity of change management, it does not appear to be speaking to the concerns of those engaged in the management and delivery of changes in organizations.” (Pollack, 2015)
Differentiating the role of the change manager (Stummer & Zuchi, 2010)
Notions of an emerging profession, noting growth in the field of change management consulting and a growing interest in universities (Worren, Ruddle, & Moore, 1999)
Questions about stakeholders:
Who were the key stakeholders, including yourself?
Exploring the stakeholder notion in the context of project success (Achterkamp & Vos, 2008).
Exploring multiple stakeholder views, as “perceptions of
72 Chapter 3: Methodology
Interview questions Literature What are their roles?
What was their relationship to the change manager?
success by stakeholders, as are the perceptions of important criteria and actual performance” (Davis, 2014, p. 189).
Limited studies from a multi-stakeholder perspective (Davis, 2014, 2016, 2018)
The middle management perspective dominates the idea of project success (Hornstein, 2015).
Stakeholders have an interest in time, cost and quality, management of resources and satisfaction criteria. Longer-term success relies on stakeholder perceptions of these. (Müller & Turner, 2010).
Questions about the change management experience:
How would you characterise the organisation's usual approach to change management?
What was different about the change management approach for this project?
Which aspects of the change management process did you/do you consider less successful?
Have there been any unexpected benefits or successes?
Based on your experience, what improvements would you like to see in managing change projects that would lead to greater project success?
“The first step in this process should be to carry out exploratory studies in order to increase the knowledge of organisational change management. Such studies should enable an identification of critical success factors for the management of change” (By, 2005, p. 371)
Failure rates prompt “investigating and finding what factors increase the probability of successful organizational change” and the observation, there is a “lack of a valid framework for organizational change” (Al-Haddad & Kotnour, 2015, p. 235).
“content, people and process is what leads to successful change” (Al-Haddad & Kotnour, 2015, p. 244)
Call for studies that examine “the influence of change activities on project implementation success” (Battilana et al., 2010, p. 435)
“A fundamental lack of a valid framework of how to implement and manage organisational change as what is currently available to academics and practitioners is a wide range of contradictory and confusing theories and approaches” (By, 2005, p. 378)
Exploring frameworks being used – assertions that change leaders need to use them (Fernandez & Rainey, 2006)
“project and program management standards address communications and stakeholder management,…the standards do not specifically address the knowledge and skills required to manage organizational and behavioral change” and “all organizations must widen their thinking to acknowledge the existence and importance of OCM in project success” (Hornstein, 2015, p. 296).
Project management could gain from using change management processes and change management could gain from using project management processes (Parker, Charlton, et al., 2013).
“change management provides the more comprehensive strategy, tools and techniques to manage risks generated by stakeholders” (Parker, Verlinden, et al., 2013).
“the emergence of change management is a significant trend” (Worren et al., 1999, pp. 283-284)
Chapter 3: Methodology 73
3.5 DATA ANALYSIS
The researcher undertook the transcription allowing for greater immersion in
the data and facilitating a practice of constant comparison and iteration (Charmaz,
2014; Hahn, 2008). The process of data analysis was inductive, that is the coding
was based on the data itself rather than on codes drawn from the literature. Coding
can be described as having three levels: open coding, an initial search for patterns
and key ideas; axial coding, which draws together commonalities and identifies
interesting outliers for further analysis, which then leads to theming and clustering, a
diagrammatic method of drawing data links and identifying relationships (Marshall
& Rossman, 2015). Charmaz (2014) refers to axial coding as focused coding, which
incorporates themes, with the final stage being categorisation. This study used a
combination of these. The aim of coding is to produce categories (Saldana, 2009) on
which to build a conceptual model.
This process was assisted by a software package, NVIVO. Software support
did not replace immersion in the data (Marshall & Rossman, 2015; Yin, 2009). As a
single researcher undertook the coding, inter-coder reliability (Marshall & Rossman,
2015) or the extent to which independent coders agree on the coding scheme, was
addressed by providing the coding guides and a random selection of text to
supervisors for blind review.
This study made use of thematic analysis. Regarded by some as a qualitative
research method in it own right and by others as a flexible tool or skill that crosses
methodological boundaries (Willig, 2013), thematic analysis is particularly suitable
for research questions that relate to how people think about specific social
experiences (Willig, 2013). For the purposes of this study, the thematic analysis took
an inductive and iterative approach. Coding generates a significant number of codes;
themes were generated by “paying attention to potential patterns across the codes and
[reflecting] on the underlying meaning” (Willig, 2013, p. 62). This process of
reducing and clustering themes was undertaken in three rounds:
• by participant, across topic;
• across participants, by topics; and
• across topics, by research question.
74 Chapter 3: Methodology
Thematic analysis was supported by mind mapping, or concept mapping,
techniques. Mind maps, and variations of analytical mapping such as concept
mapping (Novak, 1990), can be described as the diagrammatic organisation of ideas
and words within a visual layout using logical groups of information (Mammen &
Mammen, 2018). Mind maps allow for less linear notes and are useful for the
visually oriented researcher (Bergaus, Stottok, & Gorra, 2012) as they allow for the
relationships between concepts to visualised (Wheeldon & Faubert, 2009). For this
study, mind maps helped distil the themes during immersion and analysis, and to
distil themes in the literature review, while NVIVO assisted with complex queries
(Mammen & Mammen, 2018).
3.6 TRUSTWORTHINESS
The trustworthiness of qualitative studies can be enhanced by addressing four
criteria, as proposed by Guba (1981): credibility, transferability, dependability and
confirmability. To assure its credibility, or promote confidence in the recording of
the case study, well-established research methods were used, early familiarity with
the culture of the business unit was developed, triangulation was achieved by
gathering multiple perspectives, data collection included iterative questioning and the
reporting used thick description (Shenton, 2004). Clear, contextual reporting
provides enough background for the reader to determine whether the findings may be
relevant to other situations while detailed reporting of the processes and methods
uses assures dependability and confirmability (Guba, 1981; Shenton, 2004). Efforts
have been made to acknowledge and reduce research bias, assumptions and
shortcomings, and to ensure that the findings reflect the views of the participants
(Shenton, 2004).
The project also considered criteria for evaluating research suggested by
Charmaz (2014) relating to credibility, originality, resonance and usefulness. This
meant ensuring sufficient familiarity with the setting and the topic (see Section 4.2
Case Study Context), ensuring sufficient data to support any claims and providing
the reader the basis on which to form an independent assessment. Additionally, the
study used systematic comparisons and logic to develop categories that would be
fresh and offer new insights. Consideration was given to the significance of the work
including how it might contribute as an extension, challenge or refinement of
Chapter 3: Methodology 75
practices or concepts. Finally, to ensure usefulness, care has been taken to ensure that
the report will make sense to participants and people in similar circumstances, and
offer interpretations that may be useful.
3.7 GOVERNANCE
3.7.1 Ethics approval
This study gained ethical clearance for the period 13 August 2018 to 13 August
2019. It was categorised as ‘Human – Negligible-Low Risk’ – on the basis that it is
unlikely that there would be any physical economic, legal or social harms resulting
from participating in the project. The study was given UHREC reference number:
1800000702 on approval (Appendix B).
3.7.2 Organisational access
Access to the project was informally discussed with the chief executive of the
organisation. With his permission, the researcher held informal conversations with
relevant line managers and key individual stakeholders to obtain an in-principle
indication of participation. Once these were completed, a request for access, subject
to ethics approval, was approved. A formal request, including the ethics approval
number, was subsequently made and approved. The organisation was offered a
summary report of key themes and findings, as were the participants, which would
be available six months after the end of the fieldwork.
Arrangements for access to the participants were made initially through the
director of the organisational unit. The director forwarded an email to all staff, within
stakeholder groupings, and service delivery partners advising that access had been
provided, that participation was permitted and could be organised directly through
the researcher. The covering email included an introductory note and the relevant
information and consent forms for the study. The researcher followed up individual
responses to the invitation. In limited instances, participants referred others to the
study.
76 Chapter 3: Methodology
3.7.3 Participants – sampling and management
Based on key stakeholder types identified in the literature the participants were
drawn from:
• those who were directly employed in delivering a specific change
management project, such as the project team and change manager;
• those involved in or affected by the project, such as employees within the
relevant organisational unit, managers within the unit and the line
management above (including the project sponsor, project executive); and
• other end users, in this case, service delivery partners who are employed
by the state and are independent of the organisation. These participants are
appointed and paid by the state and work alongside the public service
employees in the work environment and are engaged in different aspects of
common business delivery. There were also affected service providers
who may or may not be available.
There were approximately 60 potential participants directly engaged in the
organisational unit. The study was originally based on conducting five interviews
and two small focus groups comprised of employees and managers. It became
apparent that participants were unwilling or unable to engage in focus groups,
therefore the number of interviews was increased.
Participants were included if they fitted one of the descriptions above and up to
the limit of numbers for the study. Participants were excluded if there was no
connection to the unit and the relevant organisational change project.
Appropriate consent and disclosure related documents were provided to
participants. These documents, approved in the ethics application process, outlined
the purpose, methods, demands, risks and potential benefits of the research
(Appendix C). It was made clear that any person who participated, did so freely and
could withdraw at any time. Subject to the data collection method and timeframes,
information already supplied would be withdrawn. At the time of the interview
participants were asked if they would like to see the transcription; all but one
participant declined.
Chapter 3: Methodology 77
There were no offers of reimbursements, payments or incentives. The
organisation’s agreement to provide access, including allowing participants to
participate during work time, ensured scheduling was managed to minimise
interruptions to business.
Participants were advised that a high level summary of the key themes and
conclusions would be made available six months after the end of fieldwork. A
debriefing session would also be offered.
3.7.4 Data management
Data was managed according to a data management plan, considered in the
ethics application process, with the focus being on confidentiality and secure storage.
Records were de-identified for reporting purposes. The data may be used for further,
related study in the same field. Non-identifiable data collected in this project may be
used as comparative data in future projects or stored on an open access database for
secondary analysis.
3.7.5 Confidentiality
Confidentiality of participants and the organisation has been protected. Neither
the participants nor the organisational unit have been identified. The organisation
will only be identified as a government department and the organisational unit
referred to as the business unit. Records have been stored securely, as per the
management plan, and only shared within the research team. Data has been de-
identified where referred to in this thesis.
3.8 LIMITATIONS
The challenges or limitations of using an embedded single case study design
and interviews for data collection have been discussed in sections 3.3.1
Case Study and 3.3.3 Data Collection respectively. As with all research projects, this
study faced a number of limitations with five principal challenges. Firstly, it was
constrained by timeframes, time demands and resourcing limits; therefore the
research design was intended to fit within these to avoid compromising the quality of
the study. Secondly, data management was a challenge addressed by processes and
the adoption of routines. Thirdly, reliance on third party and participant cooperation
and collaboration was addressed through a professional approach to relationship
78 Chapter 3: Methodology
management. Fourthly, the researcher being a part-time student undertaking a work
based project within an organisation, where they were likely to be known personally
or by name to some, presented a range of potential challenges, again managed
through governance and a professional approach. Finally, a qualitative study of this
nature with a high level of involvement from the researcher faces the potential for
subjectivity and misinterpretation (Marshall & Rossman, 2015). Adopting the
quality strategies outlined above, as well as a self-critical stance, provided a sound
level of assurance.
3.9 CONCLUSION
This study explored stakeholders’ perceptions of the influence of
organisational change managers on project success through an embedded, single-case
study design using semi-structured interviews. Trustworthiness and ethical
considerations were addressed through the identified strategies and procedural
arrangements. Awareness of the interpretivist and subjectivist nature of the study was
also addressed through these strategies and procedural arrangements, while academic
supervisors monitored the quality and progress of this research project throughout its
life. The research design and methods provided the opportunity to explore the
phenomenon of change management, within the boundaries described, from a broad
variety of perspectives and in context. Both the case study approach and the
qualitative method selected provide for deep understanding and provided the basis
for thick description. The following chapter reports on the findings and analysis of
the data.
Chapter 4: Findings and Analysis 79
Chapter 4: Findings and analysis
4.1 INTRODUCTION.
This chapter presents the results of the field study, and includes: the case study
context; an outline of the progress and challenges of the study; the interview results,
including interview themes by topic area, and links to emerging primary themes;
additional data; and a discussion of the research questions and the primary themes of
the study in the context of the literature.
4.2 CASE STUDY CONTEXT
The business unit at the centre of this study is a public service organisational
unit within a public sector agency hereinafter called the ‘business unit’ to maintain
confidentiality. The business unit is a core component of a broader system of service
delivery operating in a complex and politically sensitive environment, which is
illustrated in the Business Model diagram (Figure 4.1, see also Appendix D for an
enlarged version). The diagram identifies key components of the broader system,
with the business unit at the centre. Descriptions of the relationship between the
business unit and the other components are attached to the linking lines. The business
unit works in partnership with seven independent, specialist individuals, hereafter
referred to as ‘service delivery partners’ (‘Service Delivery Partners’, top left of
Figure 4.1). The business unit provides administrative and research support to the
service delivery partners, and receives technical direction from them. The business
unit, in combination with the service delivery partners, forms the hub of the broader
and complex system of service delivery. This system includes two allied support
services (Allied Support Service 1 and Allied Support Service 2, to the lower left in
Figure 4.1), delivered via other public service agencies, as well as ‘contracted service
providers’ (at the bottom left of Figure 4.1).
80 Chapter 4: Findings and Analysis
Figure 4.1. Business model.
Chapter 4: Findings and Analysis 81
The allied support services (Allied Support Service 1 and Allied Support
Service 2) provide specific forms of support and expertise to the service delivery
partners and liaise with the core business unit. One of the allied support services has
staff co-located with the business unit staff and service delivery partners. This
service was considered within the boundaries of the case as the close working
relationship suggested there are indirect, if not direct, effects from the change. The
other allied support service has specific sites of its own and a range of services that
provide support. This service was not approached for participants.
The business unit reports to an executive director, responsible for other
organisational units, who in turn reports to a senior executive and a chief executive
(upper centre of Figure 4.1). Within the broader organisation, the business unit
interacts with other business lines and corporate services functions including Human
Resources (depicted at the bottom right of Figure 4.1).
Additional and specific state-wide services are contracted by the business unit
and interact with the other components of the system. The whole system interacts
with clients or customers (whether individuals or companies) (at the centre right of
Figure 4.1), and their representatives and/or support providers (at the top right of
Figure 4.1). Various associations (Industry) relating to the latter two also interact
with the business unit. These stakeholders were not approached for participation.
In late 2017, a private company reviewed the organisational climate and
structure of the business unit. The review made over 40 recommendations relating to
the organisational structure (including additional resources), the organisation of
business processes, workload management, people management and cultural
improvement. The review also made recommendations for supporting the change,
including the appointment of a change manager. The majority of the
recommendations were accepted. Apart from the senior service delivery partner, the
director, the change manager and senior executives, the full report was not made
available to stakeholders. Staff, managers and service delivery partners were
provided with a summary and, later, a redacted version of the report.
Implementation of the recommendations commenced within a few months of
the report with some actions either completed or underway by the time the change
manager and the new director of the unit commenced duties around April 2018. The
82 Chapter 4: Findings and Analysis
change manager undertook both the change and project management role until
ceasing in October 2018 for personal reasons. They were not replaced.
4.3 OUTLINE OF THE PROGRESS OF THE STUDY
As discussed in Chapter Three, potential participants were identified and
offered the opportunity to participate in either semi-structured interviews (for key or
singular stakeholders) or focus groups (for broader stakeholder groups such as
employees and managers). Despite attempts at recruitment via email from the
director of the business unit, from a senior service delivery partner, and through
referral to the researcher who made personal contact, there were no volunteers for the
focus groups. Further individual interviews were offered instead.
A total of twelve participants were recruited (Table 4.1). All stakeholders were
affected by the project to some extent. Key stakeholders such as the director,
executive director, change manager and service delivery partners agreed to
interviews along with several employees and managers. A Human Resources (HR)
practitioner, with some experience of the business unit and the broader organisation
also agreed to an interview. Of the twelve participants, seven were female, ranging in
age from early twenties to fifties. Five participants were male and aged between 30
and their late 50s. Participants were allocated a code from A to L, in alphabetical
order based on the date of their consent form, for the purposes of attributing their
quotes and observations. Participant D is the change manager, whose observations
are referred to separately for the purposes of the research questions.
Table 4.1
Participants by Stakeholder Type
Stakeholder group Stakeholder type Number of participants
Code
Line management Executive Director – responsible for many business units, including the subject unit
1 A
Director – responsible for the business unit
1 B
Manager – responsible for a team
2 I, J
Project management
Change manager – responsible for change management and project implementation
1 D
Team member – providing support to the change manager
1 C
Chapter 4: Findings and Analysis 83
Stakeholder group Stakeholder type Number of participants
Code
Employees Staff within the business unit without managerial responsibility
2 E, G
Service delivery partners
Independent service providers supported by the business unit and allied support services
2 F, L
Organisational unit Human Resources (HR) practitioner – providing corporate level support to the business unit
1 K
Allied service provider
Manager – responsible for delivery of specific and specialised services, on behalf of another public service agency, in conjunction with the business unit
1 H
Total 12 Source: interview data
The interviews each took between 30 and 60 minutes. Allowing for roles and
levels of involvement, the interviews focused on the participants’ knowledge of the
project, their understanding of the proposed benefits and their reflections on change
management processes within the organisation. Participants discussed their initial
expectations of a change manager, the skills and abilities they valued and the
challenges they thought the change manager faced. Participants were also asked
about the challenges the project faced, successes and failures associated with the
project and what they would suggest to improve change management in the future.
As outlined in Chapter Three, Methodology, the interviews were recorded and
the researcher made field notes. The researcher transcribed each interview
personally. The transcripts were uploaded to NVIVO, qualitative data analysis
software.
The transcripts were explored and inductively coded using NVIVO. One
hundred and thirty codes were generated in the first round of coding. These were
reduced to 98 in a second round during which some codes were collapsed into
broader codes, re-named or otherwise reorganised. This process allowed for
immersion in the data. The use of NVIVO was complemented by the development of
mind maps, which allowed for both distillation of the analysis and visual
representation of linkages and concepts (Mammen & Mammen, 2018; Novak, 1990;
Wheeldon & Faubert, 2009).
84 Chapter 4: Findings and Analysis
The data were explored for each participant, and across participants, on six
topics. The topics related to:
1. their understanding of the project purpose;
2. the organisation’s usual approach to change;
3. challenges, within the project and
4. challenges more generally;
5. perceptions of change manager influence; and
6. the contribution of change management to project success.
This process aimed to identify common perspectives and drew the codes into
categories that could be related to the research questions. Twenty-four interview
themes were generated, with a total of 57 sub-themes (Table 4.2). These will be
discussed in the next section (4.5 Interview Results). Further analysis of the
interview themes, in the context of the broader research questions generated three
themes for the influence of the change manager and six themes for the influence of
change management (Table 4.3), which are discussed in more detail in Section 4.6
“implement a structure that provides value for money” “provide an evidence base for increased structure
A C D E G I (6)
Effect cultural change
Improve stakeholder relationships Improve performance Improve health and wellbeing Improve morale
“better support for clients” (A) “trying to become more efficient and effective” (H) “address toxic culture” (B) “remove disharmony” (H)
“create a better place to work” “reducing WHS [work health and safety] risks” “much nicer place to work”
A B C D F H J K L (9)
Improve governance
Business governance including roles Project governance including roles
“following policies” (J) “plans in place” (C)
“put governance structure in place”
C D J K (3)
Source: interview data
Change through implementing review recommendations
The participants shared a perception that the change project was prompted by a
review, which made a number of recommendations. With the exception of the
change manager and the director, the participants were unclear about the number of
recommendations. Three participants (G, I and L) indicated that they had not seen
the full list of recommendations or the review report, and this was cause for concern.
Participant L indicated that they had not seen the results except in “very vague
terms” which meant “I don’t know how good it is.” Two participants (E and H)
seemed unconcerned about the number of recommendations but lacked clarity about
the aims of both the review and the recommendations. “I don’t know much about it,”
88 Chapter 4: Findings and Analysis
said Participant E when asked what the change project was about beyond the review
making recommendations.
With the exception of the change manager, the participants were unclear about
the proposed benefits of the project, in a formal project sense. Similarly, they were
unclear about project roles. Participant A indicated they might be the project
executive or the sponsor, and that another senior executive might be the project
executive. Participant B admitted they were “unsure” of the project structure and that
they may be the sponsor or the owner. The change manager (D) was aware of the
confusion, stating that they had had to sort out the sponsor and other project roles,
and put project governance in place.
Implementing structural change
The majority of participants indicated that the review was about implementing
both structural and cultural change with six participants referring to structural change
(A, C, D, E, G and I). Participant B observed that the project was “across all human
elements of the business as well as moving procedures and processes”. Structural
change related to implementing a team-based structure (A, C and J) and resourcing
issues to be addressed (I). The change manager (D) described the role as providing
“an evidence base for increased structure” as well as implementing a structure that
provided value for money.
Effecting cultural change
Nine participants referred to cultural change (A, B, C, D, F, H, J, K, and L).
Five participants referred to negative cultural elements to be fixed, describing a toxic
culture (B), bullying (B, D, and K), and disharmony (H). Six participants (A, B, C, F,
I, and K) referred to the project positively influencing the culture, having to
“reposition the culture” (F) in some way, and “considered to be a good, above-
average place to work” (B). The change manager (D) suggested that the aim was to
create a “better place to work”, reducing work health and safety risks including
psychological claims and the risk of bullying.
Improving governance
Finally, three participants (C, J and K) referred directly to a focus on
improving governance by following policies (J, K), putting plans in place (C),
strengthening contract management (J), starting complaints and risk management
Chapter 4: Findings and Analysis 89
processes (C), implementing human resource management practices including
flexible work arrangements (K) and succession planning (J). The change manager
(D) focused on both implementing project governance and improving workplace
governance, citing the implementation of risk registers and complaints processes, and
clarification of roles.
Summary of project understanding
There was broad agreement across the stakeholder types that the project
purpose was to effectively implement the recommendations of an organisational
review. While they were all aware of the review, there was a variable level of
understanding of the nature of the recommendations though they cited implementing
structural change, effecting cultural change and improving governance. The change
manager (D), the director of the business unit (B) and the senior service delivery
partner (F) were able to be quite specific about the project purpose and the proposed
benefits. The majority of participants, ranging from a service delivery partner to an
employee, appeared to have a vague knowledge of the project purpose. They were
more likely to express desirable outcomes than formal benefits. The participants
expected that the change management process would deliver the value or outcome
they anticipated – whether this was formally identified as a benefit or not.
4.4.2 The organisation’s usual approach to change
In order to compare their expectations with the experience of the current
change project, participants were asked to characterise the organisation’s usual
approach to change. Four themes emerged: ‘change just happens’, ‘poor
consideration of approach’ ‘limited involvement’, and ‘many unfinished changes’
(Table 4.5).
Table 4.5
Interview Themes - the Organisation's Usual Approach to Change
Theme Sub-themes Example (Participant)
Example (Change manager - D)
Participants
Change just happens (resource change, consider impacts)
Done on top of business as usual Just do it
“sit it on top of BAU [business as usual]” (A) “no formal plan” (K) “I guess you just muddle around until you figure it out” (G)
“Just do it”
A C D E F G K L (8)
90 Chapter 4: Findings and Analysis
Theme Sub-themes Example (Participant)
Example (Change manager - D)
Participants
Poor consideration of approach (think change through)
Misguided approach Poorly selected solutions
“we often launch into projects and assume because they are good ideas that we will be successful without thinking about potential roadblocks” (F) “tend to be solution-focussed but it doesn’t necessarily fit the problem” (K)
F G J K L (5)
Limited involvement (improve communication and engagement)
Poor communication Poor engagement
“It’s the fuzziness that’s the problem” (L) “senior management commitment was unclear” (F)
“not sure time was taken to explain”
D F H I J L (6)
Many unfinished changes (complete change)
Many reviews Many directors
“It seems to be in a constant state of flux” (H) “One of the problems that we had in the past was a succession of directors with different approaches and styles” (F)
“couple of big changes”
C D F G H I (6)
Source: interview data
All participants were critical of the organisation’s usual approach to change.
The majority had direct experience of change within the business unit or broader
organisation, while the change manager, director, and one employee were new to the
organisation, and the HR officer worked outside the business unit. The perceptions of
the latter four were based on observations and discussions with employees and other
stakeholders. The HR officer drew on information gathered via a series of
organisational capability reviews and the employee opinion survey.
Change just happens
The strongest theme among the participants was ‘change just happens’. This
was consistent across levels and types of stakeholder. The change manager described
the organisation’s approach as non-existent, Participant C described it as “bad” and
Participant K responded with an initial “horrible”. Both Participant A and the change
Chapter 4: Findings and Analysis 91
manager (D) stated that there was an expectation they would “just do it”. Participant
A described being “expected to do it on top of your day job” and expressed
frustration at being expected to “suck it up, don’t complain”. The participants
described a tendency to expect implementation with little notice or guidance. “You
might get three weeks and ‘you figure it out’,” offered Participant G. Others
observed the usual approach as “piecemeal” (F), “done on the cheap” (L) or as
happening “by osmosis” (K) with no planning (K, L) or resourcing (F). G suggested,
“I guess you just muddle around until you figure it out”. The implication of this
theme was that participants expected change to be resourced and the impact
considered.
Poorly considered approach
Five participants (F, G, J, K and L) described the usual approach to change as
being poorly considered in some way. This was different to the ‘change just happens’
theme through which there was a base assumption that change was given at least
minimal thought. In this theme the undercurrent was a sense of being misguided.
“We often launch into projects and assume because they are good ideas that we will
be successful at [them] without thinking about potential roadblocks” observed
Participant F. The organisation failed to consider “damaged workplaces” according
to Participant J and “addressed ‘spot fires’ not the organisation as a whole” (L).
Participant K suggested that management “tend to be solution-focussed but it doesn’t
necessarily fit the problem”. The implication of this theme was that participants
wanted the change to be thought through.
Little involvement
The third theme to emerge was one of ‘little involvement’ which encompassed
“low levels of collaboration” (change manager/D), poor engagement and poor
communication. The change manager (D) observed “limited involvement of
stakeholders” while Participant I cited “inconsistent communication” and Participant
F claimed there was a failure “to bring people along”. Participant H stated that they
“became aware of changes” while Participant L declared, “it’s the fuzziness that is
the problem.” The change manager (D) observed that there seemed to have been little
talking and they were “not sure that time was taken to explain.” This theme implied
that the participants wanted communication and engagement to be improved.
92 Chapter 4: Findings and Analysis
Many unfinished changes
Finally, participants referred to the number of unfinished changes made over a
period of years, as well as management turnover. “It (the business unit) seems to be
in a constant state of flux,” observed Participant H. “This is the third review the
office has undertaken in 10 years” according to Participant G. “One of the problems
that we had in the past was a succession of directors with different approaches and
styles” observed Participant F. Compounding the issues associated with multiple
reviews and the rapid turnover of leaders, “they would just start to get the ball rolling
on that and then to have another person come in…” (I). It was clear that the
participants were frustrated and confused by the sense of changes being left
unfinished and would prefer changes to be completed.
Summary of the organisation’s usual approach to change
The organisation’s usual approach to change was generally characterised as
poorly considered, if at all, with limited involvement of stakeholders and a tendency
to make many changes. The changes were sometimes implemented without
sufficiently explaining why, often left unfinished and frequently reversed.
Participants claimed there was poor communication and engagement. Managers were
expected to implement change on top of their business as usual activities and without
complaint. Employees and other stakeholders had, in the past, accepted changes on
face value and worked through the effects with minimal assistance.
4.4.3 Challenges – change management project
Participants were asked to describe challenges the change manager would face
during the current project. Primarily, participants referred to the challenge associated
with addressing a range of entrenched behaviours amongst the stakeholder groups,
from employees through to service delivery partners. Powerful cliques offered
resistance, and there was negativity, more generally, amongst stakeholders.
Reference was also made to the complexity of the organisation and to the business
Entrenched behaviours (understanding and addressing)
Subverting alliances Resistant negativity
“powerful cliques” (B, K) “(service delivery partners) will exploit that…get management to meet their demands” (F) “unwillingness to engage…you don’t even get eye contact” (J) “degrees of hostility” (F)
“the strength of a few was surprising” “the power of the resistors”
A B C E F G H J K (9)
Complex organisation
Complex structure Complex authorising environment
“complex structure” (H) “different layers of accountability and power” (F)
“interaction with [service delivery partners]”
A, D, F, H (4)
Fragmented leadership (develop leadership capacity and confidence)
Leadership issues Wariness of change and risk
“leadership team issues” (K) “as a whole wary of the change manager” (A)
“ I heard a lot of ‘What do we (management team) need a change manager for?’”
A D K (3)
Source: interview data
Entrenched behaviours
Participants B, D, H, K, and F commented on the challenge of facing small but
influential groups or “powerful cliques” (B and K). Participant F observed that the
service delivery partners would exert influence to “get management to meet their
demands”, while the change manager stated, “the strength of a few (staff) was
surprising” and Participant H referred to the staff having “certain influential
members”. Participant C observed that there were “people stuck in their way” while
Participant A described “entrenched behaviours” in staff that had been employed in
the same jobs for a long time.
More generally, and possibly associated with the number of incomplete
changes experienced in the past, there was a sense of negativity observed amongst
the staff, the management team and the service delivery partners. With regard to the
94 Chapter 4: Findings and Analysis
staff or employees, Participant J stated that there was an “unwillingness to
engage…you don’t even get eye contact” while Participant F described a “degree of
hostility”. Participant G put this down to experience, and “lots of concerns
disregarded”. Similarly, Participant H suggested, “people didn’t think they were free
to say what they wanted to say”. The participants considered that the negativity could
be overcome. “There are a lot of negative Nancy’s that will never embrace it [the
change]. But as long as we get a higher number than them, I think we are winning”
observed Participant J.
Complex organisation
While general negativity and small coalitions exhibit challenging, entrenched
behaviours, the complex business environment or “complex organisation” (A) also
contributed to the challenge for this particular project. Implementing change while
learning to navigate the system was seen as a challenge. The “complex structure” (H)
leads to a “complex authorising environment” (A) with “different layers of
accountability and power” (F). The change manager (D) admitted finding the system
difficult to navigate, particularly understanding the interaction with the service
delivery partners.
Fragmented leadership
The third theme for this topic related to leadership. Participant A described the
business unit as having “fragmented leadership” with the leadership team “as a
whole, wary of the change manager”. The change manager (D) referred to having
difficulty with “trying to convince managers to take a risk” and having to answer
questions such as “what do we need a change manager for?” From outside the
business unit, “leadership team issues” (K) were also observed.
Minor themes
In addition to the three themes, there were observations that provided some
context for earlier themes. It was observed that there was a “lack of internal
expertise” (change manager/D), for example in project management. There were also
issues with transparency about the review and recommendations. Participant I
referred to “hidden aspects of the review” and Participant L suggested that there was
a “lack of evidence for the change” because the full report was not available. As a
result of employee reactions there was a “level of scrutiny” from both the media and
Chapter 4: Findings and Analysis 95
senior management according to the change manager (D). These minor themes of
missing capability and distrust suggest some context for the entrenchment, negativity
and wariness that became key challenges for the project.
Summary of challenges – change management project
Participants suggested that the change efforts for this project were actively
undermined by powerful alliances or met with resistance and negativity from various
directions. This suggested entrenched behaviours on the part of employees, the
management team and the service delivery partners, many of whom had lengthy
experience in the workplace. The participants cited other challenges for the project at
hand. Navigating the system and understanding the interplay of the component parts
was seen to be a challenge for the change manager. The leadership team was
functioning poorly. The team was described as wary of change generally, and the use
of a change manager more specifically. The participants held expectations that the
change process should address resistance and negativity, as well as concerns and
needs. The management team is expected to demonstrate leadership, organising day-
to-day work, and also supporting affected stakeholders and doing their part in
navigating the path of change, including collaborating with the change manager.
4.4.4 Challenges – change management in general
Participants were asked, based on their past and present experience, to describe
possible challenges for change management into the future. Four primary themes
emerged. One theme related to the ‘role of the change manager’, including
communicating the role, controlling the scope, and setting them up effectively.
Resourcing change management, timing the process and engagement were also
primary themes (Table 4.7).
Table 4.7
Interview Themes - Challenges - Change Management in General
Interview theme
Sub-themes Example (Participant)
Example (Change manager/D)
Participants
Role of the change manager
Communicating the role Onboarding
“recognising the need for a change manager” (B) “We need to onboard change managers properly” (A)
“must be the right fit” “starting well, earlier the better”
A B C D F G H I K (9)
96 Chapter 4: Findings and Analysis
Interview theme
Sub-themes Example (Participant)
Example (Change manager/D)
Participants
Controlling the scope
“there was role explosion” (A)
“strong possibility of burnout owing to expectations and demand”
Resourcing change
Allocating resources Justifying resources
“balance between dollars and priorities” (H) “we could have used that money” (I)
A B C H I (5)
Timing Starting Ending
“starting early enough” (C) “staff need to know when it ends” (B)
A B C G I K (6)
Effective engagement
Stakeholder involvement Addressing attitudes and concerns
“senior leadership needs to understand the impact on people”
B C D F G H I J L (9)
Source: interview data
Role of the change manager
Nine participants (A, B, C, D, F, G, H, I and K) commented on the role of the
change manager being a challenge for the future. Three sub-themes contributed to
this: communicating the role, onboarding the change manager and controlling the
scope of the role. Firstly, there is a challenge in communicating the role. In part this
stems from a lack of understanding. Participants B and K suggested there was
difficulty in “recognising the need for a change manager” (B) and “recognising they
[management] need help” (K). Participant B suggested that the role was “difficult to
recruit” and Participant D (change manager) argued the change manager “must be
the right fit”. Participant A observed that there is a difficulty in “describing what
they do and the value” and the change manager said it would be difficult to face the
“lack of understanding and the need to establish ‘cred’”. Participant I stated they
would need “more info about what they do” and Participant F wanted them to
articulate the framework being used more explicitly. “How are you going to bring
about the change? I don’t know if that is an easy thing to do or not” (F).
The second sub-theme related to onboarding. “We need to onboard change
managers properly,” observed Participant A. This would “let them get started” (C)
Chapter 4: Findings and Analysis 97
and “provide context” (A) which is “unique to setting and culture” (H). The third
sub-theme was concerned with controlling the scope of the change manager.
Participant A referred to the need for “clarity of expectations” and preventing “role
explosion”. The change manager commented on the “strong possibility of burnout
owing to expectations and demand”.
Resourcing
Resourcing was also seen to be a challenge into the future (A, B, C, H, and I).
Participant A referred to the difficulty of “working out what is needed, a change
expert or a content expert” while others referred to having to “balance between
dollars and priorities” (H) when “money is tight” (C). There was also a view that
resourcing change management needed additional justification compared to other
interventions. Participant I suggested that, in the local context, the business unit
would need to counter claims “we could have used that money”. Participant B
considered that on a broader scale, “we (the government) don’t seem to throw a lot of
money at purposely improving cultures, processes and practices”.
Timing
The third theme under this topic was timing. While one participant (B) referred
to the increasing pace of change and Participant K suggested a “lack of time”, the
majority of comments surrounded “starting at the right time and maximising
resources” (I), and “starting early enough” (C), or identifying the end of the change.
“When do we say it is done?” asked Participant B expressing concern that staff, in
particular, need to know when it ends. There was also a sense of mismatched timing
in terms of the end and the beginning. With regard to the end, “we’ve got a date for
the change manager to leave…and we have a project that we still need to finish”,
observed Participant B. Referring to the early actions taken after the review
including implementation of a team structure, Participant G said, “we changed before
we had a change manager”.
Effective engagement
Finally, nine participants (B, C, D, F, G, H, I, J and L) made reference to
engagement. This included observations that “buy-in” (G) and “staff involvement”
(C) was needed, which meant “bringing the staff on” (L) and being realistic about the
“staff ability to understand” (J). Additionally, this meant addressing attitudes and
98 Chapter 4: Findings and Analysis
concerns – the “powerful cliques” (B) and resistance (H), concerns about jobs (B and
J), and recognising that the change is “not being done to us…we’re in it together”
(G). Participant D (change manager) observed “senior management needed to
understand the impact on people”.
Summary of challenges – change management in general
Participants suggested that, in general, change projects would face a number of
challenges. These challenges appeared to reflect their experience of previous changes
as well as the project that was in train. They argued that there was a need to clearly
communicate the role of the change manager, that attention needed to be paid to on-
boarding the change manager and finally, the scope of, or demand placed on, the
change manager must be controlled. Participants were also were concerned about
adequately resourcing projects, the level of engagement and the issue of timing.
Participants were concerned that change support needed to start early, and that there
needed to be a clear end to a project.
4.4.5 Perceptions of change manager influence
Participants were asked questions about their expectations of change managers
including the skills they would look for in a change manager, the skills and attributes
they valued and what they would recommend to others if recruiting a change
manager. The change manager was asked variations of these questions including
their views on what the various stakeholders might have valued.
Several participants had little experience of change managers and what they
might do, outside the project. “I have never seen one before,” admitted Participant G.
Participant B “had no previous experience”, and Participant F stated, “the role was
not well articulated”. Despite this, five common primary themes emerged (Table
4.8): ‘social skills’, ‘experience and expertise’, ‘personal qualities’, and
‘organisation’.
Chapter 4: Findings and Analysis 99
Table 4.8
Interview Themes - Perceptions of Change Manager Influence
Interview theme
Sub-themes Example (Participant) Example (Change manager/D
Participants
Social skills Communication People skills
“explain things well” (C, E) “adept at dealing with people” (B)
“they just want to be heard” “had skills and the willingness to have conversations”
A B C D E F G H I J K L (12)
Experience and expertise
Practical experience Extensive knowledge
“experience in the field” (C) “need to know the processes you can apply” (B)
“demonstrating that this organisation is serious about change”
A B C D E G H I J L (10)
Personal qualities
Robust Energy Supportive Political savvy Good judgement
“so many issues arise – need to be able to deal with that” (B) “energy and enthusiasm” (B) “passionate” (E) “support for staff” (A) “support the director” (F) “ability to navigate the political environment in a complex organisational setting” (F) “put the pressure on the right level and take it off when you need to, and apply it again”(A
“persistence” “drive” “energy” “enthusiasm” “if it matters to somebody, it matters” “tweaking as I went”
A B D E F G H I J K (10)
Organisation Planning Monitoring Personal organisation
“roadmap towards change” (A) “keeping track of all the variables” (F) “ensuring things happen…follow through” (I)
A B D F G J K (7)
Source: interview data
Social skills
All participants cited people skills or communication skills as being
particularly important for the change manager. These slightly different perspectives
have been drawn together under a ‘social skills’ theme. References to
communication skills included the ability “to explain things well” (C and E),
“convey information” (C), “answer questions and concerns” (G) and “sell the
100 Chapter 4: Findings and Analysis
benefits” (F). People skills were described as “approachable” (E and I), “adept at
dealing with people” (B), and being a “people person” (C). Participant F suggested a
change manager needs to be a “facilitator”, and Participant J referred to the need for
“team building”. Both of these would lead to “options to contribute” (G) and “cross-
team collaboration” (L). Three participants (A, H and J) suggested “engagement” as
a key skill, while Participant B suggested the change manager needs “enough
charm”.
Experience and expertise
Ten participants (A, B, C, D, E, G, H, I, J and L) argued that the change
manager must bring practical experience and relevant knowledge. Participants A, I
and J stated that change managers must be “people with experience”, participants B
and H looked for “actual experience” and Participant C sought “experience in the
field”. Participants A, E and J suggested that human resource management
experience was necessary. “HR skills were important”, observed Participant A.
Others suggested that change managers must have “some idea of how the
organisation works” (I) and “know the business” (L). The ability to rapidly
understand the business environment was important. The change manager should
“learn the inner workings” (I) and gain a “good understanding of the operational
requirements and impact” (G).
Personal qualities
Participants suggested a range of ‘personal qualities’ such as “patience” (F),
“adaptability” (H), “confidence” (B) and “resilient” (B, H). Five sub-themes
emerged to support a theme of personal qualities. Firstly, the change manager should
be “robust” (A), they must be able to “deal with cynicism” (F), be “willing to
challenge people on behaviour” (K), “know how to deal with people and emotion”
(J) and “be willing to disagree” (K). F suggested they needed skills in “taming the
lions”. Secondly, they need a significant level of “energy” (B). They should be
“passionate” (E) with a “positive outlook” (B), or “enthusiasm and drive” (D).
Thirdly, the change manager needs to provide “support for staff” (A) and “support
for leaders” (B). Participant B “discovered they provided a lot of personal and
professional support”.
Participant K suggested that the change manager needed to exhibit “political
savvy” (K) and others agreed. The fourth sub-theme, ‘political savvy’, was seen as
Chapter 4: Findings and Analysis 101
the necessary “ability to navigate the political environment in a complex
organisational setting” (F) or “understanding government structures, how it works”
(C) and “navigating the system” (K). Finally, Participant B argued good judgement
was needed “because so many things come up, so many issues arising they need to
be able to deal with”. Participant A suggested that the change manager would need to
be able to “watch the pressure cooker”. They need to “put the pressure on the right
level and take it off when you need to, and apply it again” (A).
Organisation
The fourth theme in this topic was ‘organisation’, with two contributing
aspects: ‘planning’ and ‘monitoring’. Participant D described this as “getting things
done” through project management, measurement and monitoring. Participant A
expected the change manager to provide a “roadmap for change”, Participant B
looked for a “clear plan” and both participants G and J also expected planning that
demonstrated the change manager “understands where you are going and the
direction” (J). Participant F was more interested in the monitoring of progress
“keeping track of all the variables” to “make sure the benefits are realised”. The
implication of this theme is that the change manager must be organised, a personal
quality.
Summary of perceptions of change manager influence
The skills and knowledge of the change manager most valued by participants
included social skills, or communication and people skills, and various personal
qualities. Participants described the change manager as needing to be robust and
resilient, with energy and enthusiasm, and a supportive approach. A change manager
should also have practical experience in the field as well as specific knowledge of
change management tools, resources and frameworks. A change manager should
plan and monitor the change management process. Participants also expected a mix
of political savvy and good judgement that allowed for innovation, flexibility and
adaptability in delivering the change process. Participants expected the project to be
organised in a formal sense, with a clear implication that the change manager should
be personally organised.
102 Chapter 4: Findings and Analysis
4.4.6 The contribution of change management to project success
Participants were asked for their views on the difference change management
might have made to the success of the project. They were also asked about planned
and unexpected successes or benefits that they had observed (Table 4.9).
Table 4.9
Interview Themes - Contribution of Change Management to Project Success
Theme Sub-themes Example (Participant)
Example (Change manager/D)
Participants
Cultural improvement
Improvements measured Improvements observed
“surveys show significant improvement” B “Culture moving in a positive direction” A
“I have evidence based on the barometer checks that there is an improvement, a considerable improvement”, “cultural improvements” “improved perceptions of the leadership team”
A B C D J K (6)
Embedded structural change
Structure Governance
“implementation of teams” “policies and processes being followed” (J)
“team and structural changes” “reduced risks”
D F G E G I J (7)
Communication and engagement
Clear considered communication Consultation and involvement
“communication plan” (J) “lots of consultation” (I)
A B C F G I J L (8)
Focussed change
Enhanced leadership Proactive approach Organisation and planning
“buy-in from senior management” (F) “viewing change as a process with its own focus” (A) “clearer idea of the support to be provided” (J)
“getting things done”
A B D E F G I J K (9)
Learning and development
Formal learning Social processes for behavioural change
“training has happened” (E) “processes to bring forward cultural and behavioural changes” (F)
C E J L F (5)
Source: interview data
Chapter 4: Findings and Analysis 103
Cultural improvement
Six participants (A, B, C, D, J and K) observed improvements in the culture as
a result of the project. Participant A described a “culture moving in a positive
direction” with “more respectful engagement”. Participant D observed “cultural
improvements” and Participant B suggested staff were “happier, more settled”.
Participant C, a long-term employee, stated, “I talk to a lot of staff. A lot of staff talk
to me and are quite open about what they say, which other people wouldn’t hear, and
basically there’s no negativity”. These observations were supported by the results of
two survey instruments. The project used a periodic ‘barometer survey’, based on a
survey administered during the organisational review, to measure staff responses to
the change. In addition, the organisation undertakes an annual employee opinion
(EOS) or climate survey and this took place during the implementation project.
Participants A, B, C and J referred to improvements in the barometer survey results.
The “surveys show significant improvement,” said Participant B, while Participant C
described the results as showing “leaps and bounds in peoples’ attitudes” and
Participant K referred to “EOS improvements”.
Embedded structural change
There were two aspects to the theme of structural change, changes to the
structure of the business unit and improvements to the operation of the business, or
governance. The principal structural change was the reorganisation of services into a
team-based model. The implementation of teams was mentioned by four participants
(D, E, F and G) with Participant G stating that “I quite enjoy the new model”.
Participant F also referred to decentralisation as a key outcome. Participants
described improvements in governance and in the organisation of the business more
generally. Participant J observed that there were “visible improvements” in
governance with “policies and processes being followed”. Participant E stated
“business is better, more organised.” The change manager (D) suggested that
improvements to governance had “reduced risks”.
Communication and engagement
Eight participants (A, B, C, F, G, I, J and L) suggested that the project resulted
in improved communication and engagement. The existence of a “communication
plan” (J) and “clearer expectations” (F) led to “improved communication” (C):
“more information” (I), “more communication, more regular” (F), “more
104 Chapter 4: Findings and Analysis
discussions” (G) and a greater understanding of “the why and the how” (L).
Participant I suggested there was “lots of consultation” and Participant F believed
people were “more engaged”. This participation meant, “getting people on board”
(B).
Focussed change
Three sub-themes contributed to a primary theme of focused change. Firstly it
was observed that there was improved leadership. There was “buy-in from senior
management” (F) with “recognition that the skills are different for BAU [business as
usual] versus change” (A). Participant A commented that there was “an awareness
that one of the things we (leaders) need to get better at is actually asking for
resources to support change, transition processes”. Participant D (change manager)
saw their role as a change manager as building the confidence, competence and skills
of the leadership team.
Secondly, the participants described the approach to change as more proactive.
The approach was “significantly different, with extra staff and extra management
provided” (G). This included the use of a change manager (A, B and I), which “gives
focus” (I) and ensured that the approach was “proactive versus ‘bushfire
management’” (A). The approach was described as “viewing change as a process
with its own focus” and “a conscious treatment of stages” (A).
Finally, participants (F, G, J and K) felt the change was “more planned” (F),
with “more lead in” (G) and a “clearer idea of support to be provided” (J). The
change manager (D) referred to “getting things done” which incorporated project
planning and communication planning as well as trial and error based on having lots
of knowledge.
Learning and development
The final theme for this topic was ‘learning and development’. Four
participants (C, E, J and L) referred to training as being a key outcome: “training has
happened” (E), “staff are going to things like VT (vicarious trauma) training” C).
There were also broader references to changes in behaviour, which might be
attributed to informal and social processes, such as “processes to bring forward
cultural and behavioural changes” (F).
Chapter 4: Findings and Analysis 105
Summary of the contribution of change management to project success
The participants suggested that in this case, effective change management led
to cultural improvements including positive behaviour and more respectful
engagement. Participants reported the organisational structure had been implemented
prior to the change manager commencing. However, structural changes attributed to
the project included improved work organisation and business processes, and
stronger governance. Further, participants reported lasting improvements to
communication and engagement, and an ongoing commitment to learning and
development.
Apart from outcomes, participants described key elements for effective change
management, described above as ‘focussed change’. Change processes were
characterised as: having top management support; sustainably improving leadership
practice within the business unit; organising and planning change, based on a clear
understanding of needs; and being proactive in delivering initiatives that met those
needs. The implications for change managers are that they must possess skills and
experience to assess and address cultural issues, the ability to design or refine
structure or facilitate the process, and the ability to design the change process based
on evidence (including emerging needs) and using their knowledge and experience
of frameworks and models.
4.5 ADDITIONAL DATA – BAROMETER SURVEY
The change manager provided a copy of a barometer survey report as evidence
to support observations that the project resulted in improvements in governance,
culture, structure, communication, and support. “I have evidence based on the
barometer checks that there is an improvement, a considerable improvement”, said
the change manager (D). The survey results supported the effectiveness of planned
change management activities, which targeted cultural, structural, governance,
communication and leadership issues. Participant B observed that the early scores
“were so low it can only improve but they turned around pretty quickly, very
quickly, that was unexpected”.
The barometer survey was administered to employees, including managers, of
the business unit, a total of 50 employees. The survey was initially administered
during the organisational review in November 2017 and this was treated as a
106 Chapter 4: Findings and Analysis
baseline. The barometer checks were administered twice by the change manager;
between 16 and 23 May 2018, and again between 23 and 30 July 2018. The May
2018 response rate was 64%, an increase of six points from the previous survey.
The results of the barometer surveys were positive. Of the 34 items, 29 had an
increase in positive perceptions of over 10 points from their starting point. The
maximum increases were between 41 and 50 points indicating significant
improvements in the respondents’ perceptions of their ability to contribute to
business improvements, respect within the workplace and the functioning of the
management team. Increases between 31 and 40 points indicated more positive
perceptions about: having appropriate information and resources, effective service
delivery, performance and discipline management, and aspects of governance and
decision-making. The majority of questions increased by 21-30 points and indicated
increased satisfaction with governance and decision-making, feedback and
performance monitoring, recognition, role clarity, and service delivery standards.
4.6 ANALYSIS
How do change managers, and their use change management processes,
influence project success? The interview themes and sub-themes were further
analysed in the context of the research questions, identifying connections across the
topics that emerged as primary themes. In summary, analysis of the data suggested
the change manager’s influence could be categorised into three themes, that stand
alone but are connected to the themes for the influence of change management:
1. social skills – communication and people skills;
2. personal qualities – robust and resilient, energy and enthusiasm, support,
political savvy and good judgement; and
3. experience and expertise – extensive knowledge and practical experience.
The contribution of change management to project success could be categorised into
six themes, which contextualise and support the themes for the change manager’s
influence. These are described below, based on the data:
Chapter 4: Findings and Analysis 107
1. evidence-based design and execution – a proactive approach, treating
change as a priority in itself and designed on the basis of evidence, needs
and the expert application of models, frameworks and experience.
Evidence-based design and execution is supported primarily by the change
manager’s experience and expertise;
2. role clarity – clarity about the specific roles involved, their scope, and their
interaction for delivering the change and project. Role clarity is in part
supported by the change manager’s experience and expertise, and also
through their social skills;
3. planning and scheduling – organising delivery of the design in appropriate
stages, through appropriate mechanisms, and in appropriate timeframes
with relevant measures for monitoring progress. Planning and scheduling
is based on the change manager’s expertise and experience, and their
personal qualities;
4. communication and engagement – communicating and engaging with
stakeholders on a range of levels from the overall project level to the micro
level. Change managers contribute social skills and personal qualities to
their interpersonal interactions, and apply them in combination with their
experience and expertise to the development of communication and
engagement strategies and activities;
5. support and resilience building – developing and providing support in the
form of leadership, learning and development, and empathetic cultural
change initiatives for the period of the project, with the aim of sustainable
improvements in stakeholder readiness for change. Support and resilience
building is reliant on the change manager’s experience and expertise to
diagnose and respond to issues, their personal qualities in driving
interventions, and their social skills to deliver them; and
6. value realisation – identifying and satisfying or managing stakeholder
expectations of benefits, outputs and outcomes, in the short and longer
term. Value realisation requires all of the change manager’s influences to
be achieved.
108 Chapter 4: Findings and Analysis
The themes were common to all stakeholders, including the change manager, though
their specific expectations may have differed. The development of these themes and
their relationship to the literature are discussed in more detail in the following
sections.
4.6.1 Research question one
The first research question was “how are organisational change managers
influencing key stakeholders’ perceptions of change project success?” This question
sought information on what the stakeholders thought a change manager does, what
they contribute and how they affect the success of a project. It also explored how the
change manager sees their role and contribution. The combination of the
participants’ expectations for, experiences of, and reflections on this project and
others, produced insights into the influence of the change manager.
Research question one – part a
The first part of research question one was “How do key stakeholders (such as
project owners, project managers, affected employees, managers, service delivery
partners) perceive the influence of organisational change managers on project
success?” This question sought to explore the perspectives of a range of
stakeholders, each with varying degrees of influence and connection to the business
unit, on the contribution of organisational change managers on the success of a
project. Analysis of the data suggested three interview themes directly relevant to the
influence of change managers: ‘social skills’, ‘personal qualities’, and ‘experience
and expertise’. These interview themes became emerging primary themes as analysis
of the data for the contribution of change management to project success supported
their necessity (Table 4.10).
Table 4.10
Primary Themes - Change Manager Contribution
Primary theme – change manager
influence
Interview theme Sub-theme Related primary themes – change management
contribution to project success
Social skills Social skills Communication People skills
Communication and engagement Support and resilience building
Personal qualities Personal qualities Robust and resilient Planning and scheduling
Chapter 4: Findings and Analysis 109
Primary theme – change manager
influence
Interview theme Sub-theme Related primary themes – change management
contribution to project success
Energy and enthusiasm Supportive Political savvy Good judgement
Communication and engagement Support and resilience building
Experience and expertise
Experience and expertise
Extensive knowledge Practical experience
Evidence-based design and execution Role clarity Planning and scheduling Communication and engagement Support and reliance building Value realisation
Source: interview data
Social skills Stakeholders believed change managers should possess strong communication
and people skills. The primary contributing interview theme was ‘social skills’.
However, the implications of other change management related themes especially
‘communication and engagement’, and ‘support and resilience building’, suggest this
is an important area of competency. In order to develop a communication and
engagement strategy, and deal with entrenched and negative behaviours the change
manager must possess personal communication skills and the ability to deal with
emotions, the most obvious aspect to stakeholders being social management.
Participants made reference to communication skills including the ability to “convey
information” (C), “paint the picture” (F) and “explain things well” (C and E). They
also described the need for the change manager to be “a people person” (C), “adept
at dealing with people” and “approachable” (E and I). Participant B described the
change manager as needing “enough charm”.
Personal qualities
Participants described change managers as having to be “robust” (A),
“resilient” (B, H) and able to “deal with cynicism” as well as “people and
110 Chapter 4: Findings and Analysis
emotion”(J). They also described them as having energy and enthusiasm; they should
be “passionate” (E) with a “positive outlook” (B). Change managers are expected to
provide support for staff (A) and support for leaders (B), demonstrating leadership in
their own right. They should have political savvy and navigate the system (K).
Participants felt change managers needed to exercise good judgement to cope with
the various issues that arise in the course of a project (B) as well as judging how and
when best to act, being careful to “watch the pressure cooker” (A). Participant A
described the need for a change manager to be “robust” and participants B and H
suggested a level of resilience was needed. This would give them the ability to deal
“with negative behaviours” (B), “deal with performance and behavioural issues” (J),
and “manage feelings and emotional responses” (F). Participant B suggested that
change managers would need to be bright or intelligent “because so many things
come up, so many issues arising that they need to be able to deal with”. Participant F
went further suggesting change managers needed skills for “taming the lions”, while
Participant A felt they needed to be able to “watch the pressure cooker”. Change
managers also need confidence to “confidently engage in change and document it”
(B) and for “dealing with different, difficult groups” (F). Change managers should
also be organised, engaging in planning (G, J), “keeping track of all the variables”
(F), developing a “roadmap towards change” (A) and making “sure that the benefits
are realised”.
The sub-themes ‘robust and resilient’, ‘energy and enthusiasm’, ‘supportive’,
‘political savvy’, and ‘good judgement’ contributed to an interview theme of
‘personal qualities’, which became a primary theme.
Experience and expertise
Participants suggested that change managers should demonstrate a high level
of expertise based on relevant knowledge, both practical and theoretical, and
experience (A, B, C, D, E, G, H, I, J and L) of life, varied work environments and
change. For example, Participant C looked for “experience in the field”, while
participants B and H sought “actual experience”. In contrast, Participant F wanted
the change manager to be able to clearly articulate the framework being used, asking,
“How are you going to bring about the change? I don’t know if that is an easy thing
to do or not”.
Chapter 4: Findings and Analysis 111
The interview theme contributing directly to this primary theme was
‘experience and expertise’. Additionally, the primary theme of ‘evidence-based
design and execution’ as an antidote to poorly planned, poorly considered and
unfinished changes, supports the need for experience and expertise. Without relevant
skills combined with knowledge of models, methodologies, tools and processes for
change and project management as well as culture, the change manager is unlikely to
appropriately design and execute interventions to effect change.
The interview theme of ‘focussed change’ provides context for the primary
theme of ‘experience and expertise’. Focussed change was drawn from observations
that there should be a proactive approach to change, achieved through “a conscious
treatment of stages” and “viewing change as a process with its own focus” (A).
Additionally, the use of a change manager “gives focus” (I) to a change project;
participants cited feeling that the change experience in this instance was “more
planned” (F), had “more lead in” (G) and was “proactive versus ‘bushfire
management’” (A).
Based on the participants’ criticisms of past change projects and their
reflections on the current project, the data suggested that a change manager’s
expertise would be expressed in well-designed and well-executed plans for change.
Those plans would be based on evidence and needs, and provide a sense of
organisation and planning. This would address concerns that change approaches
were “horrible” (K), “bad” (C) and poorly considered (F, G, J, K and L). In addition,
the change manager’s expertise would be demonstrated in their ability to rapidly
acquire knowledge and understanding of the nature and context of the business, and
their ability to navigate the system. Change managers should “know the business”
(L), “learn the inner workings” and develop a “good understanding of the operational
requirements and impact” (G).
Research question one – part b
The second part of the research question “How do organisational change
managers perceive their influence on project success?” centred on the change
manager’s view of their contribution to the success of a project. The change
manager’s perspective, in this case study, agreed on many points with the broader
group of stakeholders which led to three key themes for the personal contribution of
112 Chapter 4: Findings and Analysis
change managers: ‘social skills’, ‘personal qualities’ and ‘experience and expertise’.
Their perspective was at times more nuanced or broader.
Social skills The change manager (D) considered skills in communication, consultation and
collaboration as key contributions on their part. They considered that it was
important “put themselves out there” for two reasons. Being visible meant,
“demonstrating that the organisation is serious about change.” On a more granular
level, they felt they had a role in “describing what was going to happen” and to be
available for stakeholders, particularly employees and managers. With regard to
employees they said, “they just want to be heard” and you have to both understand
different perspectives and “build trust one person at a time.” The change manager
(D) cited having “the skills and ability to have the conversations” at all levels, as
well as their ability to produce good quality documents with “persuasive arguments”
as useful contributions.
The change manager (D) also referred to their role in building the confidence
and competence of both employees and the leadership team. They claimed they had
built a good rapport with the director. “It could have been a disaster, if we didn’t
respect and like each other and get on with each other, it would have been terrible,”
they said. Additionally, they dealt with resistance and negativity. It was hard “trying
to convince the managers to take a risk” and there was also the resistance of
employees. The change manager (D) observed that “the strength of a few was
surprising”, and that the attitude of these stakeholders tended to be “I reject your
reality and substitute it with my own.”
Personal qualities
The change manager (D) observed that a number of personal attributes served
them well in managing their interactions with stakeholders. In common with other
stakeholders they considered their energy and enthusiasm, adaptability and being
organised or “getting things done” to be valuable. They also indicated that they were
persistent and driven, optimistic, collaborative, a problem solver and adaptable.
Experience and expertise The change manager (D) described themselves as confident in their skills.
They felt they were seen as an expert with a breadth of knowledge and experience. In
particular, the change manager had experience in different organisations and had
Chapter 4: Findings and Analysis 113
experience of change. They also had human resources experience, which they felt
contributed to their success. The change manager (D) regarded their knowledge of
public sector governance, their understanding of project management and their
organisational skills as valuable. They also stated that they “wanted to learn some
things.”
Research question one – findings and the literature
The first research question was “how are organisational change managers
influencing key stakeholders’ perceptions of change project success?” This question
explored change manager influence in two parts: a) what the stakeholders thought a
change manager did, what they contribute and how they affect the success of a
project; and b) how the change manager saw their role and contribution.
As described above the stakeholders’ perspectives, including the change
manager, generated three themes: ‘social skills’; ‘personal qualities’; and ‘experience
and expertise’ for change manager influence (Figure 4.2).
Figure 4.2. Three themes for change manager influence.
These findings were considered in the context of prior research (Table 4.11) noting
that there are limited studies relating to change managers specifically. Therefore, this
section relies quite heavily on logical deductions and parallels in the literature.
Stakeholder perspectives
Change manager influence
Social skills
Personal qualities
Experience and expertise
114 Chapter 4: Findings and Analysis
Table 4.11
Research Question One - Study Findings and the Project Success and Change Management Literature
Research question one and primary themes Prior research coverage
Cha
nge
man
ager
influ
ence
How are organisational change managers influencing key stakeholders’ perceptions of change project success?
a. How do key stakeholders (such as project owners, project managers, affected employees, managers, service delivery partners) perceive the influence of organisational change managers on project success?
b. How do organisational change managers perceive their influence on project success?
Primary themes Social skills: possession of comprehensive communication and people skills
Project success literature: to a limited extent. Change management literature: to a limited extent.
Personal qualities: a range of qualities and attributes that are valued by change mangers themselves, and both expected and respected by stakeholders including being robust and resilient, energetic and enthusiastic, supportive, demonstrating political savvy and good judgement
Project success literature: to a limited extent. Change management literature: to a limited extent.
Experience and expertise: extensive knowledge and practical experience
Project success literature: to a limited extent. Change management literature: to a limited extent.
Social skills
Analysis of the data suggested that a change manager influences project
success through their personal social skills. As the literature review revealed, there
has been limited exploration of the specific skills and attributes of change managers.
The need for those involved in implementing change to possess strong
communication and people skills is supported by the project management and change
management literature. Pollack (2016, p. 1246) observed, “there is increasing
convergence about how the literatures discuss communication and stakeholder
roles”. However, the project success literature has focussed on communication
within project management processes, and subsequently on the softer skills of project
managers, and to a lesser extent other project related roles. The change management
literature emphasises the role of communication in change management processes,
which will be discussed in the next section in relation to the contribution of change
management.
Chapter 4: Findings and Analysis 115
Communication (Brière et al., 2015; Pollack & Algeo, 2016) and engagement
is described as a key skill set for change managers (Crawford & Nahmias, 2010) and
therefore within “…an important grouping of competencies linked to the human and
behavioural aspect, as well as personal skills” (Brière et al., 2015, p. 123) for change
management. Change agents, and therefore change managers, must be able to use
targeted communication effectively (Matthias, 2015; Pollack & Algeo, 2015;
Stummer & Zuchi, 2010). They need to be proactively engaged in interacting with
employees (Worley & Mohrman, 2014) and, by extension, other stakeholders.
Persuasive oral and written communication, in combination with negotiation (Brière
et al., 2015) and enabling participation and involvement, is a key strategy for dealing
with resistance (Armenakis et al., 1993).
Personal qualities
Participants, including the change manager, identified a range of qualities and
attributes that they valued. Qualities expected and respected by stakeholders included
being robust and resilient, energetic and enthusiastic, supportive, and demonstrating
political savvy and good judgement. Qualities such as adaptability and charm were
also mentioned. These personal qualities, amongst others, have been identified in the
literature, primarily in relation to project managers, but also for change agents, or
change managers, specifically.
Change manager competencies would include: leadership, planning, team
selection and development, decision-making and problem-solving, and cultural
awareness (Crawford & Nahmias, 2010), and the ability to operate at multiple
organisational levels at the same time (Pollack, 2016). Further, change managers
should be able to change behaviour and influence organisational culture; prepare
users or stakeholders; plan or design organisational structures; be able to analyse
impacts; and act as a champion of schemes, promoting the change along the way
(Crawford & Nahmias, 2010). Change agents need to be able to decide who is
involved in change and how, and this requires both judgement and connections
(Battilana & Casciaro, 2012).
More generally, a recent study (Gruden & Stare, 2018) confirmed certain
behavioural competencies influence project performance, such as assertiveness,
emotional resilience, creativity, social competence and leadership. Project managers
are described as needing qualities such as leadership (Graetz, 2000), ethics,
116 Chapter 4: Findings and Analysis
communication and personal qualities, interpersonal skills, adaptability, capacity
building and a local network and knowledge (Brière et al., 2015). In combination,
these various qualities establish relationships of trust, contributing to individual
stakeholder resilience (Francisco de Oliveira & Rabechini Jr, 2019) and
In terms of change managers specifically, this finding complements the limited
research. Change managers focus on planning and embedding change (Crawford &
Nahmias, 2010), and on alignment, politics, reconciling viewpoints, communicating
and training (Pollack & Algeo, 2016). Change managers accumulate diagnostic
models (Hughes, 2007) in order to make choices about tailored interventions
(Worley & Mohrman, 2014). Further, they operate in the context of the
organisational culture, aligning with organisational strategy and ensuring relevance
to stakeholders (Worley & Mohrman, 2014) and managing complexity (Pollack &
Algeo, 2016).
A change manager needs to be well-experienced (Stummer & Zuchi, 2010),
able to learn from their experience (Worley & Mohrman, 2014) and conscious of the
interpersonal, capability building and facilitative aspects of change (Pollack &
Algeo, 2016). They also require technical skills, including knowledge of change
management tools and techniques (Hughes, 2007) and project management skills
(Crawford & Nahmias, 2010). To this list, could be added knowledge of stakeholder
theory and tools that enable the identification of relevant stakeholders to ensure that
they are kept satisfied and within the system (Clarkson, 1995). The participants of
this study would add human resource management skills and experience.
Chapter 4: Findings and Analysis 117
Research question one – summary
In summary, this study complements the existing limited literature relating to
the change manager’s contribution to project success. It must be acknowledged that
there are practitioner models that provide advice about competencies for change
managers (Change Management Institute, 2014) but as yet these have had limited
exposure in the literature. To some extent, the communication and engagement skills,
personal qualities and expertise and experience required of change managers can be
extrapolated from the existing research relating to project managers, leaders, and
change agents. Further, the themes for the influence of change management on
project success support the themes for the influence of change managers. Change
managers cannot produce evidence-based change interventions, work effectively
with the different roles or stakeholders, effectively plan change activities, develop
communication plans, provide effective support or identify and achieve value for
stakeholders without the personal factors described above. To a large extent the
effectiveness of change “…strategies depends on the expertise, trustworthiness,
credibility and sincerity of the change agent” (Armenakis et al., 1993; By, 2007, p. 6)
4.6.2 Research question two
Research question two asked, “How do key stakeholder perceptions of the
contribution of change management inform the future assessment of project
success?” To assess this, participants, including the change manager (D), were asked
about: their experience of change; their experience of the project at the centre of the
case study including any benefits or successes, planned or unplanned; the challenges
they saw for change management; and their suggestions for improvement. As
outlined above, analysis of the data generated six primary themes for the contribution
of change management ‘evidence-based design and execution’; ‘role clarity’;
‘planning and scheduling’; ‘communication and engagement’; ‘support and
resilience building’; and ‘value realisation’. These are connected to and are
supported by the three themes previously identified for change manager influence
from the analysis of the stakeholder (participant) perspectives (Figure 4.3): All
stakeholders contributed to these themes, including the change manager whose view
was at times more specific or nuanced.
118 Chapter 4: Findings and Analysis
Figure 4.3. Six themes for change management influence, supported by three themes of change manager influence.
Research question two – part a
Part a of research question two asked, “How do organisational change
managers’ perceptions of the contribution of change management inform the future
assessment of project success?” This question explored the aspects of change
management the change manager saw as valuable for achieving overall project
success and contributed to the six primary themes for change management’s
influence on project success.
Evidence-based design and execution The change manager (D) demonstrated a stronger grasp of the origins of the
project than other participants. This included both the formal benefits and desirable
outcomes from an organisational and senior management perspective. They had the
benefit of full access to documentation and could draw on experience and expertise
to design and plan a response. They referred to having to “implement a structure that
provides value for money”, needing to “provide an evidence base for increased
structure” and reducing risks, especially work health and safety risk. They also
referred to documenting improvements and outcomes, and implementing
measurement and monitoring, for example through the use of the barometer survey.
Relying on their expertise and experience to both plan and adapt as necessary,
they admitted to “tweaking as I went”. They criticised previous approaches as “non-
existent” and lacking in consultation, communication and collaboration, as well as
lacking in project management. This critique and discussion of their current approach
Stakeholder perspectives
Change manager influence
Social skills
Personal qualities
Experience and expertise
Change management influence
Communication and engagement
Planning and scheduling
Role clarity
Evidence-based design and execution
Support and resilience building
Value realisation
Chapter 4: Findings and Analysis 119
indicated a view that change management needs to be thought through. It needs to be
appropriate as both a response to its cause (in this case the review) and to needs
identified during implementation.
Role clarity
The change manager (D) observed that the stakeholders seemed to have little
understanding of the change manager role. People frequently said that they had
“never heard of a change manager” and the change manager responded to questions
about why a change manager was necessary. The change manager (D) felt that they
had to justify the role and understood it was “a bit of a showcase role.” They felt that
they repeatedly said, “so that’s why there is a change manager” after fixing
something. While the stakeholders may not have been clear about the role, the
change manager felt there were high expectations. At times they felt a great deal of
pressure as there was “a lot pushed on to the role” and they also felt this was a risk
for change managers as there would be a “strong possibility of burnout owing to the
expectations and demand.”
In contrast to the majority of stakeholders, who focused on the role of the
change manager, the change manager (D) saw a broader issue with role clarity. The
change manager observed a lack of clarity around governance roles generally and
project roles specifically, stating that they needed to sort out the sponsor, director
and project roles themselves. They pointed to a lack of internal expertise, especially
in terms of project management and governance, as contributing to the confusion,
and suggested there was a need for “project 101”.
Planning and scheduling
The change manager (D) referred to a lack of project management, a lack of
documentation, and the lack of an organisational understanding of change. They
suggested that change management should start well and “the earlier, the better”.
They observed that they needed to create the project, put governance structures in
place and establish the activities and timeframes. “I had to put the governance
structure in place.” They also planned the use of the barometer survey to allow for
outcomes to be achieved within particular periods. The change manager (D) clearly
regarded the use of planning and scheduling to be key to success, not just to ensure
outcomes were met, which they documented, but also to provide guidance to
120 Chapter 4: Findings and Analysis
stakeholders about what to expect. They felt they played a role in “describing what
was going to happen” and building trust and credibility.
Communication and engagement The change manager (D) placed a great deal of emphasis on communication.
They felt their communication and people skills were important, and that the
communication and engagement aspects of the project were vital. They were critical
of past approaches that seemed to have “low levels of collaboration” and “limited
involvement of stakeholders”. They observed that there had been a couple of big
changes and no talking; they were “not sure that time was taken to explain”.
Support and resilience building The change manager (D) observed negative and resistant behaviour in
stakeholders. These included employees, the management team and the service
delivery providers. The change manager (D) was aware there had been a number of
reviews and directors, and believed past changes could be characterised as lacking
communication, training, and planning. The change manager (D) found “the strength
of a few was surprising” but did not seem surprised at the general negativity given
the history of the business unit.
The change manager (D) described two of their challenges during the project:
“trying to convince managers to take a risk” and the “power of the resistors”. It was
“those pesky people, always those pesky people” they observed with a laugh. The
change manager (D) described needing to build the confidence and competency of
the leadership team to lead the change and deal with undesirable behaviours, and
build the competency of employees. During the project the change manager (D) took
unplanned leave for four weeks. They were surprised by the reversal of behaviours
that took place in their absence, saying they thought, “oh my god, we are back where
we started from…it was a face palm, devastating moment actually and it was
terrible.” They cited the improved perceptions of the leadership team as one of their
successes. These observations indicate the change manager’s (D) perspective that
stakeholders, particularly employees and leaders, need more than communication,
they need support, development and the capacity to cope with change on an ongoing
basis.
Chapter 4: Findings and Analysis 121
Value realisation
As discussed above, the change manager (D) appeared to have a greater
understanding of the purpose and objectives of the project. They were aware of the
need for structural change, including improvements in efficiency and productivity.
They were also aware of objectives for cultural change, addressing key issues such as
perceptions of bullying and inappropriate behaviour, as well as addressing the
functioning of the management team. Additionally, the project aimed to improve
governance. The change manager (D) provided a copy of the project plan, which
outlined the proposed benefits for the project.
On the whole, the change manager’s (D) perspective was that they were there
to support benefits realisation, in a project sense. Coupled with indications that they
had worked toward individual successes and changes, not listed on the benefits plan,
and addressed concerns of the director particularly, the change manager (D)
contributed to an emerging primary theme of ‘value realisation’ – achieving formal
benefits as well as outcomes of value to the stakeholders.
Research question two – part b
Part b of research question two asked, “How do the perceptions of key
stakeholders (such as project owners, project managers, affected employees,
managers, service delivery partners) of the contribution of change management
inform the future assessment of project success?” The participants reflected on past
experiences and the project at the centre of the study. They identified concerns,
challenges, and successes, which provided an insight into what they considered
necessary for project success. As discussed above, the data suggested six themes:
‘evidence-based design and execution’; ‘role clarity’; ‘planning and scheduling’;
‘communication and engagement’; ‘support and resilience building’; and ‘value
realisation’. These are discussed below.
Evidence-based design and execution The participants were critical of the organisation’s usual approach to change.
The interview themes were: ‘poor consideration of approach’, ‘many unfinished
changes’, and ‘change just happens’. The implications of these were that participants
expected change to be thought through, completed and planned. They also expected
more focus (focused change): proactive, organised and well led.
122 Chapter 4: Findings and Analysis
They described previous change projects as having been “done on the cheap”
(L), with no planning (K, L) or resourcing (F). The usual approach was also
described as poorly considered, launching into projects “without considering the
roadblocks” (F), or considering “damaged workplaces” (J) and choosing solutions
that do not “necessarily fit the problem” (K). Additionally, they pointed to low levels
of stakeholder involvement. Participant L said “it’s the fuzziness that is the problem”
and Participant F suggested that previous changes had “failed to bring people along”.
Participants suggested that the number of changes, and turnover in directors,
contributed to the lack of success. Considering the business unit, Participant H said,
“it seems to be in a constant state of flux”. “The succession of directors with
different approaches and styles” (F) appears to have compounded the other deficits
making employees, managers, and other stakeholders wary of change.
Participants sought clarity about the reasons for the project and its activities.
Participants G, I and L were concerned that they had not seen the report or a list of
recommendations. Participant L looked for evidence for the recommendations
stating, “I don’t know how good it is” having seen the results in “very vague terms”.
Additionally, while aware that the report indicated a toxic culture, Participant L
sought the evidence for that as well. Participant F wanted a clearly articulated
framework asking, “How are you going to bring about the change?”
In contrast, participants described positive aspects of the project at the centre of
the case study. There was a perception that consideration had been given to change.
There was “recognition that the skills are different for BAU versus change” (A) and
the approach was described as proactive (A). Participant G described the approach as
“significantly different, with extra staff and extra management provided”.
Participants (F, G, J and K) described the change as more planned, with the use of a
change manager giving focus (I).
In combination, the data suggested that participants would like to see change
designed and executed with consideration. They would like to understand the reason
for the project, the reason for its activities and why activities or interventions have
been chosen. Recognising that a change manager brings skills and experience to
bear, “actual experience and knowledge of methods and frameworks” (B and H),
they would also like to see evidence of that skill and experience in the management
of change.
Chapter 4: Findings and Analysis 123
Role clarity
Participants expressed concern about the role of the change manager. Many
were unclear about the role and some had not heard of a change manager. The
organisation had difficulty in “recognising the need for a change manager “
according to Participant B. In part this may be due to the difficulty in “describing
what they do and the value” (A). Participant I said they would “need more info about
what they (change managers) do” and Participant F was not sure about how they
would do what they do, “How are you going to bring about the change?”
There was also concern that the change manager in this project did not receive
the induction they needed, and this was considered a challenge into the future. “We
need to onboard change managers properly”, argued Participant A. Participant C
agreed, onboarding would “let them get started”. Finally, there was concern about
the scope of the role. Participant A observed there was a risk of “role explosion” and
therefore a need to clarify expectations.
Planning and scheduling
Three interview themes contributed to the emergence of a ‘planning and
scheduling’ theme: ‘resourcing change’, ‘organisation’ (planning and monitoring)
and ‘timing’. Participants considered resourcing for change to be important. They
criticized the usual approach to change for its lack of resourcing. Participant A said,
“as a whole, our agency is ‘sure we can do that, we don’t need any money’” and one
was “expected to do it on top your day job”. Participant F suggested that change was
not resourced, and Participant L described it as “done on the cheap”. Participants
considered resourcing would continue to be a challenge as “money is tight” (C) and
there had to be a “balance between dollars and priorities” (H). However, the project
in this case study was “significantly different, with extra staff and management
provided” (G).
Participants criticised the organisation’s usual approach to change for its lack
of organisation or planning and monitoring; there was “no formal plan” (K), “no
planning” (L), and it was “piecemeal” (F). They also referred to short notice; “you
might get three weeks and ‘you figure it out’ (G) or “given two weeks notice of a
need for an electronic system” (C). Participant G said, “I guess you just muddle
around until you figure it out”. In contrast with the usual approach, Participant J felt
there was a benefit in “having a plan”, Participant F felt the project was “more
124 Chapter 4: Findings and Analysis
planned”, and Participant A described it as more proactive. Participant J said there
was a “clearer idea of support to be provided” and Participant I suggested that having
a change manager meant “ensuring things happen”.
Finally, timing was an issue for participants. There was a minor theme, as
evidenced above, of “lack of time” (K). However, participants commented on the
right time to start, deciding when the project was finished and aligning timeframes to
activities. For example, Participant C said there was a challenge in “starting early
enough”, and Participant B asked, “When do we say it is done?” Participant G
observed “we changed before we had a change manager” and Participant B said
“we’ve got a date for the change manager to leave…and we have a project that we
still need to finish.”
Communication and engagement
‘Communication and engagement’ was a strong theme throughout the case
study. Participants criticised the usual approach to change for its poor engagement
and poor communication, which led to limited involvement. Participant H described
becoming aware of changes, Participant I commented on the “inconsistent
communication” and Participant L described “fuzziness” as a problem. When asked
about challenges for change management, eight participants (B, C, F, G, H, I, J and
L), other than the change manager, cited engagement, including the need for
“bringing the staff on” (L), “staff involvement” (L) and obtaining “buy-in” (G). In
describing the successes, of the project, planned or unplanned, eight participants (A,
B, C, F, G, I, J and L) excluding the change manager (D) referred to communication
and engagement. They cited “lots more consultation” (I), “getting people on board”
(B), “more information” (I) and “clearer expectations” (F). Participant J referred to
the benefit of having a communication plan.
Support and reliance building Four interview themes contributed to the emerging primary theme of ‘support
and resilience building’: enhancing and supporting leadership
(‘leadership’/’enhanced leadership’); understanding and addressing entrenched
behaviours (‘entrenched behaviours’); and ‘learning and development’.
Issues about leadership were implicit in the many criticisms of previous
changes. The lack of direction, poor planning, lack of involvement and lack of
support suggest that previous changes were led ineffectively. Leadership emerged as
Chapter 4: Findings and Analysis 125
a specific theme in the participants’ discussion of the challenges for the project. In
particular, there were references to “fragmented leadership” (A) and “leadership
issues” (K). Also in relation to challenges for the project, there were observations
that there were long standing and entrenched behaviours. Implicit in the discussion
of these was a sense that the leadership team had so far not addressed this. In
discussing the influence of the change manager, participants referred to providing
support for the leaders. For example, Participant B stated, “they (the change
manager) provided lots of personal and professional support”.
Finally, learning and development was also a key form of support and
resilience building. Again, participant’s criticisms of past change project provided
insight into their expectations. Observations that change just happens and that “you
figure it out” (G) or “muddle through” (G), with limited or no resourcing or
communication, suggest that minimal attention was paid to learning and
development, either on-the-job or in a formal training sense. Participants with
experience of the organisation presented as having been poorly prepared for business
changes in the past. In contrast, discussion of change management’s contribution to
success included a theme of ‘learning and development’. “Training has happened,”
stated Participant E, while Participant C said, “staff are going to things like VT
(vicarious trauma) training”. Participant F referred to broader “processes to bring
forward cultural and behavioural changes”.
Value realisation
Each participant was asked questions about the purpose of the project. The
responses revealed varying levels of understanding of the recommendations,
proposed actions and formally identified benefits. However, each participant
expressed knowledge of at least one aim or anticipated outcome of the project, which
seemed important to them. They were generally agreed that the project should
implement the recommendations of the review. Participants referred to implementing
structural change, effecting cultural change and improving governance. For example,
the structural change referred to the implementation of a team based structure (A, C
and J) as well as establishing a business case for other recommendations that
required funding. The cultural change was primarily aimed at addressing the “toxic
culture” (B) or repositioning the culture (F). The project was also to address
126 Chapter 4: Findings and Analysis
governance issues: contract management (J), complaints and risk management
processes (C), and improving compliance with policies (J and K).
When asked about the successes of the project, both planned and unplanned,
participants described embedded structural and governance changes, and cultural
improvements. Participants D, E, F and G mentioned that the teams had been
established and Participant G stated, “I quite enjoy the new model”. Participant E
said, “business is better, more organised”, and Participant J confirmed “policies and
processes being followed”. Five participants (A, B, C, J and K), excluding the
change manager (D), described improvements in the culture. These improvements
were observed as well as measured in a barometer survey; the “surveys show
significant improvement” (B).
While participants did not necessarily have a grasp of formal benefits, they
each had a sense of what they expected to be achieved, they held expectations about
how that would be achieved, and expressed satisfaction where these expectations had
been met. Therefore, this primary theme reflects the sense of value expressed by the
participants, and the need for realisation of what they value.
Research question two – findings and the literature
The second research question was “How do key stakeholder perceptions of the
contribution of change management inform the future assessment of project
success?” and this too was explored in two parts: a) How do change managers’
perceive the contribution of change management; and b) how do key stakeholders
perceive the contribution of change management. Analysis of the data generated six
primary themes: ‘evidence-based design and execution’; ‘role clarity’; ‘planning and
scheduling’; ‘communication and engagement’; ‘support and resilience building’;
and ‘value realisation’.
The connection to the existing literature is stronger for these themes than those
for the contribution of the change manager (Table 4.12). The change management
literature provides models, frameworks and approaches, and advice about support
and resilience. The project management literature has a clear interest in role clarity,
and planning and scheduling, and both bodies of literature place emphasis on
communication. The project management literature also has a focus on benefits
Chapter 4: Findings and Analysis 127
management, while the change management literature is more concerned with
stakeholder needs.
Table 4.12
Research Question Two - Study Findings and the Project Success and Change Management
Literature
Research question two and primary themes Prior research coverage
Cha
nge
man
agem
ent i
nflu
ence
How do key stakeholder perceptions of the contribution of change management inform the future assessment of project success?
a) How do organisational change managers’ perceptions of the contribution of change management inform the future assessment of project success
b) How do the perceptions of key stakeholders (such as project owners, project managers, affected employees, managers, service delivery partners) of the contribution of change management inform the future assessment of project success?
Primary themes Evidence-based design and execution: a proactive approach, treating change as a priority in itself and designed on the basis of evidence, needs and the expert application of models, frameworks and experience. Evidence-based design and execution is supported primarily by the change manager’s experience and expertise
Project success literature: to some extent in the context of establishing projects; to a limited extent in the context of change Change management literature: to some extent
Role clarity: clarity about the specific roles involved, their scope, and their interaction for delivering the change and project. Role clarity is achieved in part through the exercise of the change manager’s experience and expertise, and also through their social skills
Project success literature: to some extent Change management literature: to a limited extent
Planning and scheduling: organising delivery of the design in appropriate stages, through appropriate mechanisms, and in appropriate timeframes with relevant measures form monitoring progress. Planning and scheduling is based on the change managers expertise and experience, and their personal qualities
Project success literature: to some extent in the context of project management, to a limited extent in the context of planning change projects Change management literature: to some extent
Communication and engagement: communicating and engaging with stakeholders on a range of levels from the overall project level to the micro level. Change managers contribute social skills and personal qualities to their interpersonal interactions, and apply them in combination with their experience and expertise to the development of communication and engagement strategies and activities
Project success literature: to some extent in the context of stakeholder engagement Change management literature: to some extent in the context of employees, and to some extent in the context of other stakeholders
Support and resilience building: developing and providing support in the form of leadership, learning and development, and empathetic cultural change initiatives for the period of the project, with the aim of sustainable improvements in stakeholder readiness for change. Support and resilience building is reliant on the change managers experience and expertise to diagnose and respond to issues, their personal qualities in driving interventions, and their social skills to deliver them
Project success literature: to some extent in the context of sustainable outcomes Change management literature: to some extent in terms supporting change and resilience
128 Chapter 4: Findings and Analysis
Research question two and primary themes Prior research coverage
Value realisation: identifying and satisfying or managing stakeholder expectations of benefits, outputs and outcomes, in the short and longer term. Value realisation requires all of the change manager’s influences to be achieved.
Project success literature: to some extent, in the context of benefits realisation Change management literature: to a limited extent
Among the factors, or risks, most clearly identified for change management to
criteria (Müller & Turner, 2010); and stakeholder influence (Cooke-Davies, 2002).
Stakeholders are now considered crucial to project success (Cooke-Davies,
2002) and their identification and classification is regarded as an important first step
in project stakeholder management methodologies (Bourne & Walker, 2005; Walley,
2013). On an ongoing basis, stakeholder management involves this first step, as well
as identification and analysis of their interests, and management of stakeholder
relationships structured around achieving organisational aims (Mainardes et al.,
2011). The participants in this study emphasised the criticality of engaging them in
the project and associated changes. The study revealed that a broad range of
stakeholders was affected by the change, with some more able to affect it than others.
The study had to stay within its boundaries for practical reasons. However, as the
study progressed, it became clear that the range and number of representative
stakeholders could have been extended further, for example introducing the
perspectives from members of the second allied service provider, the contracted
service provider and clients or customers stakeholder groups. These stakeholders all
had an interest in the functioning of the business unit, which was undergoing
significant business and cultural change, regardless of whether this was fully
recognised by the organisation or whether the organisation was interested in the
stakeholders (Donaldson & Preston, 1995). Further, the study demonstrated that,
Chapter 5: Discussion and Conclusion 145
without implying the need for all stakeholders to be equally involved, there is a need
to pay “simultaneous attention to the legitimate interests of all appropriate
stakeholders” (Donaldson & Preston, 1995, p. 67).
Recently, the project management literature has explored the relationship
between project management and change management (Crawford & Nahmias, 2010;
Pollack & Algeo, 2015). This relatively new interest recognises the need to consider
the people aspects of projects, treating projects as behavioural systems rather than
technical systems (Belout & Gauvreau, 2004). The literature recognises the
complexity of change, and the absence of simple solutions. Both the project
management and change management literature recognise the need for effective
stakeholder management, and for those involved to understand and use change
management. Recognition of the relevance of stakeholders, and the need to engage
them, is inherent in change management. The literature examines: who counts, who
should be responsible for managing change, and what skills, knowledge and
attributes are needed by those involved. Defining the contribution of change
management as well as who should be responsible for it, remains a challenge.
In common with the project management literature, the organisational change
management literature seeks factors that will increase the probability of success (Al-
Haddad & Kotnour, 2015). Organisational change management focuses on
understanding and managing the ways organisations transform (Pollack, 2015).
However, while the change management literature provides a range of explanations
for and about change, there is a “schism between theory and practice” (Battilana et
al., 2010, p. 434). Change management models and theories fail to fully frame how
change management is done (Parker, Verlinden, et al., 2013); yet, based on this
study, a change manager is expected to have the capacity, capability and confidence
to do it. In answering the two research questions referred to below, the study found
factors of success for both change managers and change management as discussed in
Chapter Four. Further reflection on the questions and the finding of this study
suggested the following observations.
146 Chapter 5: Discussion and Conclusion
5.2.1 Research question one
“How are organisational change managers influencing key stakeholders’
perceptions of change project success?”
The role of the change manager
The role of a change manager, though yet to be fully articulated, is complex
and challenging. The change manager must be able to blend their personal attributes,
skills and knowledge with an understanding of the context. Change managers must
demonstrate expertise and experience, or competence and capability, as well as a
range of personal qualities and social skills. The personal qualities identified by the
participants in this study suggested a regard for courage, while the combination of
social skills can be summarised by Participant B’s description of a change manager
as “having just enough charm”. While the majority of participants were less clear
about the role of the change manager than was the change manager, all participants
identified elements related to the three primary themes or factors for change manager
success.
Communication and engagement
Communication and engagement is critical at different levels; for the change
manager at an interpersonal level, the blend of communication skills ranges from
imparting information to coaching, negotiation and conflict resolution. As a
component of the change manager’s expertise, communication and engagement
includes the ability to craft and publish information, promote the changes, prepare
leaders for conversations and plan the overarching communication strategy. At a
third level, communication and engagement are vital in the context of change
management practice.
5.2.2 Research question two
“How do key stakeholder perceptions of the contribution of change
management inform the future assessment of project success?”
Complexity
Change management is a complex undertaking. Change is multi-faceted. While
the change management literature is criticised for providing fragmented guidance,
this in itself is an indication that there is not a single or right way to manage change.
The practice of change management therefore needs a contingency-based and curated
Chapter 5: Discussion and Conclusion 147
approach that draws from models, frameworks, case studies and experience. The aim
of the change manager, in practicing change management is to design processes to
suit the circumstances, the context, levels of complexity and complication, and the
degree of cultural change required.
Cornerstone communication
Communication is commonly regarded in the literature as a key component of
success with little detailed explanation of its primary focus. This study suggests a
cornerstone for communication. The primary focus of communication should be on
providing, or being prepared to provide, evidence for every aspect of the approach
and the rationale for decision-making, in the context of stakeholder needs. No project
is likely to survive disengaged stakeholders. This means answering “why?” at
various levels, in various contexts and for varying stakeholders. This includes
questions about: why the change is happening, why a certain approach is being
taken, why certain people are involved, why activities have been chosen, why they
are happening at a particular time, and even why they are not.
Cultural intent
The change management process is necessarily focussed on engaging and
managing stakeholders. It has an interest in shaping behaviours, attitudes, and
capability at the individual and group level. It has an interest in complementing the
various business related changes with an appropriate organisational culture that will
support desired outcomes. For the benefit of stakeholders’ wellbeing and to assure
the success of future change processes, the change management process should
provide adequate support and build resilience. Change management should leave
those affected better able to cope with change, rather than wary of change. This
means, the change management process should place as much emphasis on
establishing the cultural intent of the project as it does on establishing, or aligning
with, the strategic intent of the project.
Coordinated complementarity
It was clear from this case study and from the literature that project
management and change management need to combine in order to achieve project
success. While it is possible to take a contingency approach to project management,
it is a more likely approach to change management in practice. Stakeholders like
148 Chapter 5: Discussion and Conclusion
structure and coordination, they are reliable and comforting, but somewhat
contrarily, stakeholders are not entirely predictable in their needs and reactions, and
so the planning needs to be flexible and adaptable, balancing the project’s and
stakeholders’’ needs. Project management and change management need to work in
coordinated complementarity, with each informing the other to ensure progress and
success.
Comparative consequence
The need for change management and the need for a change manager would
vary according to the project. The level of the change management emphasis and the
need for a change manager increases in proportion to the degree and complexity of
cultural change required. The greater the need for cultural change, the more
important it is that the change manager and change management processes
commence early, and continue well past implementation of business or technical
changes. This degree of relativity to the depth and breadth of cultural change is
described as comparative consequence.
Combining change management and project management
The diagram below (Figure 5.1) illustrates the overlapping nature of change
manager, change management and project success factors (Pinto & Slevin, 1987) and
where the concepts of cultural intent, comparative consequence, coordinated
complementarity and cornerstone communication fit.
Chapter 5: Discussion and Conclusion 149
Figure 5.1. Combining change manager, change management and the Pinto and Slevin (1987) project success factors.
No matter the level of change, there is a need for coordinated complementarity,
and the cornerstone of communication remains substantiating, anticipating and
answering questions about the ‘why’. Once the cultural intent is established and the
level of cultural change is estimated, the degree to which change management is
necessary can also be estimated. Associated with that, the need for a change manager
can be assessed. The higher the degree of cultural change involved in the project, the
greater the need for change management. The greater the need for change
management, the greater the need for evidence-based design, clear roles for those
involved, effective planning and scheduling, multi-level communication, support and
resilience-building, and a focus on delivering value to stakeholders. Additionally, the
greater the need for change management, the greater the need for someone
particularly equipped to undertake it. That someone, a change manager, will need
capability, competence, courage and just enough charm.
5.3 CONTRIBUTION TO THEORY
This case study provides an illustrative example of both change management,
much observed in research and in the practitioner world, and a change manager, less
observed in either research or the practitioner world, in action. It extends the limited
Project success
Project success factors: 1 project mission 2 top management support 3 project schedule/plan 4 client consultation 5 personnel – recruitment,
selection and training 6 technical tasks 7 client acceptance 8 monitoring and feedback 9 communication 10 trouble-shooting
Change manager success factors: 1 social skills 2 personal qualities 3 experience and expertise
Change management success factors: 1 evidence-based design and execution 2 role clarity 3 planning and scheduling 4 communication and engagement 5 support and resilience-building 6 value realisation
coordinated complementarity
comparative consequence
cultural intent
cornerstone communication
150 Chapter 5: Discussion and Conclusion
literature about change managers by describing three aspects of their practice that
stakeholders and a change manager see as valuable. It confirms the significance of
communication and engagement skills, which include negotiation, persuasion, and
proactive interaction. It highlights personal qualities that the literature has partially
explored and adds a real world perspective to the value of those qualities and some
additional traits. Finally, the participants’ emphasis on the need for experience and
expertise addresses in part the issue of how change management models,
frameworks, tools and techniques can be blended and applied. This study, and the
literature, suggests that the effectiveness of change management is largely reliant on
the skills of the change agent, and increasingly a specific type of change agent. In the
case of a formally engaged change manager, there is the additional pressure of
stakeholders’ having high expectations of considerable knowledge and experience.
Carrying the title of change manager, in the context of this study, meant ensuring that
the stakeholders felt understood, considered and safe.
Change management’s relationship to project management, and therefore
project success, has received more attention in the literature. Within its limitations,
this study extends the literature by exploring a multiple stakeholder perspective and
generating common themes for success. The literature describes change as complex,
challenging and multi-faceted; this study suggests that effective change management
relies on the creative curation of change management models, critical thinking and
stakeholder-centred design with at least a sound knowledge of culture, human
resource management, project management and other management practices.
This study also illustrates that in the organisational setting, role clarity and
effective planning and scheduling, which includes governance, monitoring and
measurement are seen as important for change activities, as well as business or
technical changes. While there is a reliance on the change manager having
communication and engagement skills, the need goes beyond the interpersonal level.
Participants in this study expected and valued planned, clear and consistent
communication about the reason for the project, the reasons for activities and
initiatives, reasons for the approach, as well as who was to be involved, why, when
and where.
Clarity of communication was particularly important as the ambiguity of the
change process can make stakeholders feel unsafe. It was apparent that structure in
Chapter 5: Discussion and Conclusion 151
the change management approach also provided security for participants. Similarly,
the provision of support, including learning and development activities, and
demonstrating an understanding of stakeholder positions and needs, provides a
greater sense of security. The study demonstrated that stakeholders want to be heard
and listened to, and their concerns addressed. Stakeholders also expected that
unproductive behaviours would be addressed.
In contrast to much of the relevant literature, the findings of this study indicate
that resistance is less about dysfunction and recalcitrance, and more about negative
experiences and ongoing disquiet about the prospect of future changes. Change
management’s responsibility is to ‘change-proof’ stakeholders by providing a safe
experience. Change management needs to provide support and development beyond
the skills and attitudes for the immediate change, but for navigating future changes,
such as skills to deal with ambiguity and complexity, and continuous learning.
Finally, this study complements the existing body of work around benefits
management and realisation. It agrees with the view that change management has a
shared responsibility for benefits, and includes psychological benefits relating to
stakeholder desires and their sense of worth (Burke & Litwin, 1992). Additionally,
change management has a role in accentuating and celebrating the fortuitous,
accidental successes and unforeseen growth arising from the change.
The findings of this case study suggest a simple model for the key influencing
factors for change managers and change management for project success. In
combination, with the three change manager success factors, the six change
management success factors contribute to project management success and this has
been demonstrated by comparing the new factors with the project success factors of
Pinto and Slevin (1987).
5.4 CONTRIBUTION TO PRACTICE
For both public and private sector managers, and for practitioners, this case
study provides a real world example of the experiences and perspectives of a range
of stakeholders affected by a project. By exploring the influence of a change
manager and their use of change management and linking it to an existing model of
project success, this study demonstrates the need for a thorough identification of
stakeholders, with their needs as comprehensively understood as possible. There was
152 Chapter 5: Discussion and Conclusion
a strong indication, in this case, that stakeholders needed to feel safe, that they could
trust both the change process and the change manager. For those undertaking change
management, this case study suggests that they put considerable thought into the
approach and design of the change management process, and that they be prepared to
explain the rationale for this. They also need to recognise that the change process
includes ambiguity, fuzziness, and sometimes chaos; therefore stakeholders find
safety and reassurance in structured approaches, with clear roles and accountabilities,
and constant, clear communication. Those managing change need to take into
account the potential to make stakeholders change resistant or ‘change-shy’, if they
manage clumsily or oversell the change. Finally, they need to ensure a thorough
approach to benefits planning, acknowledging that the change process itself can lead
to unplanned successes and benefits.
This case study has some implications for the recruitment and management of
change managers. A change manager should have relevant experience, knowledge
and technical skills; they must also have appropriate personal qualities. Based on the
study these include resilience, energy and enthusiasm, judgement and political savvy.
They could also include creativity (Brière et al., 2015), leadership (Crawford &
Nahmias, 2010), trustworthiness and credibility (By, 2007) and the ability to learn
from experience (Worley & Mohrman, 2014). Finally they must have social skills, a
strong ability to communicate and engage with a broad range of stakeholders.
Once recruited, change managers will be effective more quickly if given an
effective grounding in the project and organisation. Their agility depends on their
ability to navigate systems, understand politics and identify and engage with
stakeholders. If they have the range of skills and qualities identified in the study, they
are naturally robust, engaged and persistent. This presents risks for scope creep,
overload and burnout. While the change manager is looking after others, someone
needs to look after the change manager.
5.5 LIMITATIONS
Section 1.7 Delimitations of Scope and Key Assumptions described the major
delimitations for this research. The study took the form of a single, embedded case
study and therefore faced the limitations of a singular context and a particular set of
circumstances. The case study was based on a business unit in the public sector
Chapter 5: Discussion and Conclusion 153
context that not only forms the hub of a complex service delivery model, but was
also the subject of a comprehensive review of its cultural and structural operation.
The service delivery context and the context for the change process resulted in a
sensitive and somewhat charged atmosphere. These organisational issues may have,
and likely did, affect the level of participation. Further, the research was limited by
timeframes. A longer timeframe may have allowed for more participation in a cross-
sectional study, and certainly a longer timeframe would allow for a longitudinal
study.
However, these limitations are also strengths. Change managers operate within
specific organisations or organisational units; they face singular contexts with
circumstances and challenges peculiar to the situation. Change management is
delivered in complex environments and charged atmospheres, and stakeholder
participation in change ranges from resistant to enthusiastic. The present study
provided an opportunity to explore a change manager and change management in
action, to gain a snapshot from real participants in change and understand their
experiences and perspectives.
5.6 FURTHER RESEARCH
This study demonstrates that there are theoretical and practical insights to
gather from case study research about change managers, change management and
project success. These insights help illustrate the real world context for change
managers and change management. They also inform in a small way the selection
and management of change managers, and an approach to change management that
may improve the likelihood of project success. This study suggests that greater
insights will be available by exploring stakeholder perceptions in comparative case
studies within and outside the public sector context, within or across different
industries, within or across different regions or countries, and across longer
timeframes.
5.7 CONCLUSION
The literature suggests there is still an appetite to explore project success. With
an increasing focus on stakeholder engagement and relationship management, the
interface between project management and change management is a natural area to
investigate, and the contribution of change managers – who they are, what they do
154 Chapter 5: Discussion and Conclusion
and how they influence success is still relatively unchartered territory. The model
described in this study presents success factors for both change managers and change
management based on the common perceptions of a broad variety of stakeholders of
differing levels of interest and influence. This study has highlighted the complexity
of change management and the complicated role of change managers. It suggests that
a change manager, effectively using change management models and frameworks,
will add value to the change experience. It also suggests that as the needed degree of
cultural change increases, there is a greater need for a dedicated change agent such as
a change manager. The roles of project management and change management are
complementary and interlinked; this study suggests that stakeholders expect a high
degree of coordination. Finally, this study indicates that the use of evidence in
designing and implementing change is vital, and that demonstrating and
communicating the rationale for change at multiple levels is a cornerstone for
success. The model provides simplified guidance for change managers and their
employers, and provides a premise for further research.
References 155
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Appendices 167
Appendices
168 References
Appendix A Participant interviews – base guide
Date: Interviewee name: Welcome and introduction, consent form and approach. How would you describe the purpose of the project?
How are/were you involved in the project? Role and responsibilities.
Overall, what should the project (have) accomplish(ed) from your point of view?
What were the proposed benefits of this project?
What were your initial expectations of the change manager's involvement in achieving the benefits?
What key skills or knowledge were you looking for/expecting to assist with the project?
Who were the key stakeholders, including yourself? What are their roles? What was their relationship to the change manager?
How would you characterise the organisation's usual approach to change management?
What was different about the change management approach for this project?
Pick one event, action or issue that would have tested the change manager's skills during the project, and tell me about it.
Which five skills would you rate as the most valuable, and why?
What do you see as the challenges for change managers in the future?
Considering all of that: if you were advising a colleague on the selection of a change manager, what key skills and knowledge would you recommend looking for, based on your experience?
Were benefits of this project realised/are they being realised?
Which aspects of the change management process did you/do you consider less successful? Why?
Have there been any unexpected benefits or successes?
Based on your experience, what improvements would you like to see in managing change projects that would lead to greater project success?
I have reached the end of my questions, do you have any thoughts or clarifications, based on our discussion, that you would like to share?
Ethics Category: Human - Negligible-Low RiskUHREC Reference number: 1800000702Dates of approval: 13/08/2018 to 13/08/2019Project title: Change managers and theirinfluence on stakeholders' perceptions of project success - an exploratorystudy
Thank you for submitting the above research project for ethics review. This project was considered by Chair, Queensland University of Technology(QUT) Human Research Ethics Committee (UHREC) or a Faculty-based low riskreview panel.
We are pleased to advise you that the above research project meets therequirements of the National Statement on Ethical Conduct in Human Research(2007) and ethics approval for this research project has been granted onbehalf of the UHREC, to be ratified at their next scheduled meeting.
Please find attached the Research Governance Checklist.Please ensure you address any items you identify as relevant to yourresearch project.
Approval of this project is valid as per the dates above, subject to thefollowing conditions being met:
< The Chief Investigator (CI) / Project Supervisor (PS) willimmediately report anything that might warrant review of ethical approvalof the project.
< The CI/PS will notify the UHREC of any event that requires amodification to the protocol or other project documents and submit anyrequired amendments in accordance with the instructions provided by theUHREC. These instructions can be found athttp://www.orei.qut.edu.au/human/.
< The CI/PS will submit any necessary reports related to the safety ofresearch participants in accordance with UHREC policy and procedures. These instructions can be found at http://www.orei.qut.edu.au/human/.
< The CI/PS will report to the UHREC annually in the specified formatand notify the UHREC when the project is completed at all sites.
< The CI/PS will notify the UHREC if the project is discontinued at aparticipating site before the expected completion date, with reasonsprovided.
< The CI/PS will notify the UHREC of any plan to extend the duration ofthe project past the approval period listed above and will submit anyassociated required documentation. Instructions for obtaining an extensionof approval can be found at http://www.orei.qut.edu.au/human/.
< The CI/PS will notify the UHREC of his or her inability to continueas CI/PS including the name of and contact information for a replacement.
This email constitutes ethics approval only. If appropriate, please ensure the appropriate authorisations are obtainedfrom the institutions, organisations or agencies involved in the projectand/or where the research will be conducted.
The UHREC Terms of Reference, Standard Operating Procedures, membership andstandard forms are available from: http://www.orei.qut.edu.au/human/manage/conditions.jsp.
Should you have any queries about the consideration of your project pleasecontact the Research Ethics Advisory Team on 07 3138 5123 or [email protected].
We wish you every success in your research.
170 References
We wish you every success in your research.
Research Ethics Advisory Team, Office of Research Ethics & Integrity on behalf of the Chairperson, UHRECLevel 4 | 88 Musk Avenue | Kelvin Grove+61 7 3138 5123 [email protected]
The UHREC is constituted and operates in accordance with the NationalStatement on Ethical Conduct in Human Research (2007) and registered by theNational Health and Medical Research Council (# EC00171).
References 171
Appendix C Approved ethics templates and forms
(Participant recruitment, information sheet, consent forms)
Sampleapproachemail–focusgroupsSubjectTitle:Participate in a research study – influence of change managers on stakeholders’ perceptions of project
success
Dearcolleagues
My name is Shelley Murphy, I am undertaking a Master of Philosophy through the School of Business,
CONCERNS/COMPLAINTSREGARDINGTHECONDUCTOFTHERESEARCHPROJECTQUT is committed to research integrity and the ethical conduct of research projects. However, if you do
DrEricaFrench,AssociateProfessorAssociateSupervisor SchoolofBusiness,QueenslandUniversityofTechnology(QUT)DESCRIPTIONThisresearchprojectisbeingundertakenaspartofMasterofPhilosophystudyforShelleyMurphy.The purpose of this research is to investigate how key stakeholders’ perceptions of project success areinfluenced by the presence of an organisational change manager, an employee specifically charged withundertakingchangemanagement.You are invited to participate in this research project because you have a direct and individual role inmanaginganorganisationalchangeorasastakeholderaffectedbyanorganisationalchangeproject.PARTICIPATIONYourparticipationwillinvolveanaudio-recordedinterviewatthe{namedlocations}orotheragreedlocationthatwilltakeapproximatelyonehourofyourtime.Theinterviewsaredesignedtobesemi-structured–basedonapreparedsetofquestionsbutintendedtobeconversationalandflexible.Forexample,thequestionswillask:
• Howwouldyoucharacterisetheorganisation'susualapproachtochangemanagement?• In the context of a specific project: Were the benefits of this project realised? Were there any
Your participation in this research project is entirely voluntary. If you do agree to participate you canwithdraw from the research project without comment or penalty. You can withdraw at anytime. If youwithdrawwithintwoweeksofyourinterview,onrequestanyidentifiableinformationalreadyobtainedfromyouwill bedestroyed.Yourdecision toparticipateornotparticipatewill innowayaffect your currentorfuturerelationshipwithQUTorDJAG.EXPECTEDBENEFITSIt isexpectedthatthisresearchprojectwillnotbenefityoudirectly, thoughwehopeyouwillenjoy itandfinditinterestingtoshareyourviews.You will receive a short report summarising observations and key thematic findings. The report will beavailablesixmonthsafterthefieldwork(interviewsandfocusgroups),whichallowsforaperiodofanalysisandwriting.Acopyofthisshortreportwillalsobeprovidedtotheorganisation.Thestudy isabouttheroleofchangemanagersandmayinformfutureplanningofchangemanagementprocesses.RISKSTherearenorisksbeyondnormalday-to-daylivingassociatedwithyourparticipationinthisresearchproject.
176 References
PRIVACYANDCONFIDENTIALITYAll comments and responses will be treated confidentially unless required by law, or regulatory ormonitoringbodies,suchastheethicscommittee.Thenamesofindividualpersonsarenotrequiredinanyoftheresponses.Astheresearchprojectinvolvesanaudio-recording:• Youwillhavetheopportunitytoverifyyourcommentsandresponsespriortofinalinclusion.• Therecordingwillbedestroyed5yearsafterthelastpublication.• Therecordingwillnotbeusedforanyotherpurpose.• Onlythenamedresearchersandtranscriptionservice,whichisboundbyaconfidentialityagreement,
will have access to the recording. Non-identified datawill be used for publication (eg the researchstudyreport)
Any data collected as part of this research project will be stored securely as per QUT’s Management ofresearchdatapolicy.Pleasenotethatnon-identifiabledatafromthisresearchprojectmaybeusedascomparativedatainfutureresearchprojectsorstoredonanopenaccessdatabaseforsecondaryanalysis.CONSENTTOPARTICIPATEWewouldliketoaskyoutosignawrittenconsentform(enclosed)toconfirmyouragreementtoparticipate.Please return the consent form by close of business on xxxxx to Shelley Murphy viashelley.murphy@hdr.qut.edu.au.Shelleywillcontactyoutoscheduleyourinterview.QUESTIONS/FURTHERINFORMATIONABOUTTHERESEARCHPROJECTIfyouhaveanyquestionsorrequirefurtherinformationpleasecontactoneofthelistedresearchers:ShelleyMurphy,MasterofPhilosophystudent [email protected] tbcDrPaulDavidson,AssociateProfessor,Principalsupervisor [email protected] 0731381248DrEricaFrench,AssociateProfessor,Associatesupervisor [email protected] 0731384430CONCERNS/COMPLAINTSREGARDINGTHECONDUCTOFTHERESEARCHPROJECTQUT is committed to research integrity and the ethical conduct of research projects. However, if you dohaveanyconcernsorcomplaintsabouttheethicalconductoftheresearchprojectyoumaycontacttheQUTResearchEthicsAdvisoryTeamon+61731385123oremailhumanethics@qut.edu.au.TheQUTResearchEthics Advisory Team is not connected with the research project and can facilitate a resolution to yourconcerninanimpartialmanner.