Leadership and Change Management (MBA module 4 of 8)

Introduction

The only constant in business today is change. Organisations need to embrace changes that are taking place in the external macro environment. The changes trigger the need for organisations to be disrupted and to adapt to the new realities e.g. Planned vs. Forced COVID-19 transformation, Alibaba metamorphosis - 4 stages to change
Change management refers to a process of mapping out and enforcing changes throughout the organisation in order to reorganise strategies and processes (Benjamin 2017) e.g. relevant, sustainable, agile in new marketplace e.g.customisation, online, virtual showroom, eco-system, verticales, customer journey, lifetime value with customer

Map out: planning, strategic in focus, holistic viewpoint
Enforcing: implementation culture, resistance of chance, employee voice
Strategies: trajectory, plan of action, tactics, diversification
Process: steps, movement, rules and regulations

Failure to change leads an organisation to lose its competitive advantages (sustainable competitive advantage, SCA). The changes are based on 2 key factors:

Trigger: agent of change and catalyst of change based on speed and timing e.g. COVID-19
Causes: reasons, trajectory, long term effects and purpose e.g. animals, countries, travel, health

2 models of trigger/causes:

VUCA: volatility, uncertainty, complexity, ambiguity e.g. customers, market, technology, profits, suppliers, employees
PESTLE model: political, economic, social/culture, technological, legal, ecological, demographic

Organisation system models: the model is the trigger from the external environment to cause changes in the structure, culture and power and politics of an organisation. There are 4 types of changes that take place in firms (ESCP):

Structure: process, rules, tools, communication, reporting and system e.g. chart, division of labour
Strategy: change in plans, developments, actions, growth and tactics e.g. Toyota financing
Systems: changes in technology, skill sets, hardware and software e.g. digital firm
People: culture, habits, lifestyle, politics e.g. resistance, reskilling, training

The organisation of a system

Environment factors
Structure

All formal rules: organisation chart, job descriptions, work organisation, bodies, HR rules and systems, procedures, regulations...

Power/politics

Forms of regulation and strategic play between the different actors, power relations

Culture and social cohesion

Professional identities, business practices and cultures, forms and dynamics of learning, values, shared norms, rituals

Legitimation
Organisation
Socialisation

4 levels of changes that take place within an organisation. Balogun & Hope (2008) explained the 4 ways of change:

Evolution: incremental transformation that take places on a periodical basis e.g. transformation of product line LG
Revolution: big bang changes that happens swiftly and changes the nature of the business over time e.g. disruption
Adaption: incremental realignment of the nature of changes over a certain period of time
Reconstruction: big band large scale realignment of layers and strategies

Change management

Key parts of an organisation

The strategic apex is top management and its support staff. In school districts, this is the superintendent of schools and the administrative cabinet
The operative core are the workers who actually carry out the organization’s tasks. Teachers constitute the operative core in schools
The middle line is middle- and lower-level management. Principals are the middle-level managers in school districts
The technostructure are analysts such as engineers, accountants, planners, researchers, and personnel managers. In school districts, divisions such as instruction, business, personnel, public relations, research and development, and the like constitute the technostructure
The support staff are the people who provide indirect services. In school districts, similar services include maintenance, clerical, food service, busing, legal counsel, and consulting to provide support.

Prime coordinating mechanism

Direct supervision means that one individual is responsible of the work of others
Standardization of work process exists when the content of work is specified or programmed. In schools, this refers to job descriptions that govern the work performance of educators
Standardization of skills exists when the kind of training necessary to do the work is specified. In school systems, this refers to state certificates required for the various occupants of a school’s hierarchy
Standardization of output exists when the results of the work are specified. Examples include competency testing of teachers, state-mandated testing of students, state-mandated curricula, prescriptive learning objectives, and other efforts toward legislated learning
Mutual adjustment exists when work is coordinated through informal communication

Type of decentralisation

Vertical decentralisation is the distribution of power down the chain of command, or shared authority between managers and subordinates in any organisation
Horizontal decentralisation is the extent to which non administrators (including staff) make decisions, or shared authority between line and staff
Selective decentralisation is the extent to which decision-making power is delegated to different units within the organization

Mintzberg’s Five Organisational Structures

Simple structure
Machine bureaucracy
Professional bureaucracy
Divisionalised form
Adhocracy

Environmental turbulence: the dynamics of an organization’s environment can also be assessed in terms of the degree of turbulence (Ansoff & Mc Donnell, 1990)
1. Level 1: predictable. A repetitive environment characterized by stability of markets; where the challenges repeat themselves, change is slower that the organization’s ability to respond
2. Level 2 : forecastable by extrapolation. Complexity increase but managers can still extrapolate from the past
3. Level 3 : predictable threats and opportunities. Complexity increases further and ability to respond is more problematic
4. Level 4 : partially predictable opportunities. Turbulence increases with the addition of global and changes; the future partly predictable
5. Level 5 : unpredictable surprises. Unexpected events/situations, difficulty to respond.
Diagnosing change situations

Types of change (Grundy, 1993): smooth incremental change, bumpy incremental change, discontinuous change
Change paths (Balogun & Hope Hailey, 2008) using two criteria (nature of change / end result

Incremental: evolution transformation, adaptation realignment
Big bang: revolution transformation, reconstruction realignment

Tipping points of change (Boyatzis, 2006) / Breakpoints (Strebel, 1996)

The changing nature of change (Oswick et al., 2005)

Temporality

Episodes of change with discrete beginning and end points
Continuous organisational change is necessary to cope with the environment

Ethos

Fixing problems, focusing on negative events
Recognising that thins working well can be improved, improving already positive situations

Inputs

Analysis of data
Ongoing dialogues about what is working

Targets

Tangible features of the workplace, systems and structures
In addition to traditional targets the less tangible areas of organizations such as reputation and image

Drivers

Top and middle management
Involvement of people at all levels

Narratives

Managerialist, top-down, recipes for change
Debating what works, more focus on rhetoric of change in the particular organizational setting

Diagnosing change situations

Theories of change have become more convoluted and less valid
We know the processes by which change happens and the content of change, but the conditions for successful change are unique to each situation
Organisational change can be categorized in 3 dimensions : pace, scope or content. There are different types of change, appearing at different levels of an organization
Planned change can lead to unintended outcomes and change also occurs as an unintended outcome of decisions

Congruence hypothesis (Lawrence & Lorsch, 1967; Mintzberg, 1980)

Effective structuring requires a close fit between contingency factor and design parameter, more specifically, that structure must reflect situation
Four sets of contingency factors

Age and size
Technical system (formalization/sophistication/automation)
Environment (dynamic/ complexity/hostility)
Power (internal/external)
Also isomorphism

Structural configuration

Simple structure
Machine bureaucracy
Professional bureaucracy
Divisionalised form
Adhocracy

There is no one best way to design organisational structures or any particular form that will guarantee successful performance
An organization could well be successful and respond to the need of change whether is was structured alongside bureaucratic, mechanistic lines or as one of the newer network forms
Contingency relationships are not straightforward and there is no one-way causal relationship between an organization’s environment and its structure
Besides organisations are also able to exert some over their environment to suit their strategies and structures

Culture

Culture is the habits and lifestyles and the way things are done differently within organisations and groups in society. Organisational culture (OC) is deeper levels of basic assumptions and beliefs shared by members of an organisation (McShare 1982). OC Offers a 1) cognitive (thinking), 2) affective (feeling) and 3)behaviour (action) changes to groups and departments within organisations to make changes and transformation successful e.g. change the leader, country of origin culture - American, European, Japanese, Chinese
Organisational culture : “the deeper level of basic assumptions and beliefs that are shared by members of an organization, that operate unconsciously and define in a basic ‘taken for granted’ fashion on organization’s view of its self and its environment” (Schein, 1992)
Culture has a cognitive (thinking), affective (feeling) and behavioural characteristics.
Culture is deep-seated and is likely to be resistant to change, but culture can be changed and is changing all the time (Bate, 1996).
“Organisations as cultures” (Morgan, 2006) : in talking about culture, we are talking about a process of realty construction that allows people to see and understand particular events, actions, objects, utterances, or situations in distinctive ways”
Members of organisations are creating the organisation itself: organisations are socially constructed realities and, rather then being defined by their structures, rules and regulations, they are constructed as much in the heads and minds of their members and are strongly related to members’ self-concepts and identity”
Requirement to examine how culture is created and sustained
Culture iceberg or cultural onion is the 3 levels of cultural traits and elements that make up an organisation:

Artefacts
Values
Assumptions

Brown (1995) identified 4 types of cultural elements that exist within different organisations:

Tough guy culture e.g. stock market, insurance
Work hard play hard culture e.g. American
Bet your company culture e.g. oil companies
Process culture e.g. Japanese

The ingredients of culture (Brown, 1995)

Artefacts
Language in the form of jokes, metaphors, stories, myths and legends
Behaviour patterns in the form of rites, rituals, ceremonies and celebrations
Norms of behaviour
Heroes
Symbols and symbolic action
Beliefs, attitudes, values
Basic assumptions about what is important
History

Organisational identities are where members share a set of values underpin a sense of distinctiveness from non members. It answers the “what” and “how” of changes when transformation is needed .e.g DBS Live More, Bank Less
Model for corporate culture (Deal & Kennedy, 1982)

Tough-guy culture, macho culture: high risks and rapid feedback (software industry, investment banking, management consulting), focus on speed, competitive, conflictive / lack of cohesion
Work hard/play hard culture: low risk and quick feedback (sales organizations, office equipment, computers companies), persistence, working to recognize procedures, team-work / quantity v. quality
Bet-your-company culture: high risks and slow feedback (oil companies, aircraft manufacturers, capital goods), sense of deliberateness, ritualized decision meetings, top down, respect of authority and technical competence / unreactive
Process culture: low risk and slow feedback (banks, insurance companies, public organisations), technical perfection, process-oriented, seniority, positional power / unreactive

Occupational identities

Occupational/professional identities : Lave and Wenger (1991) note that occupational identity formation is linked to a “situated learning” context where gradual acquisition of knowledge and skills occurs as novices to the occupational milieu learn via participation in everyday social practices within a social community”
Occupational community members share a set of values born of common experience and histories, which underpin a sense of distinctiveness from non-members.
Occupational communities are embedded in work practices, both formal and informal
The relationship between organizational and occupational identity is complex : organizations often provide the means for expression of occupational identity, the latter reinforces the former, leading to stronger organizational commitment
Potential of tension between these identity foci, notably the mobilization of a broader occupational identity in resistance of managerial fiat : the collective norms and values of occupational identity can provide the basis for critiques of organizational change or legitimize alternative organizational narratives that compete with management attempts to create established narratives (McDonald et al. 2006)
Dealing with change may be facilitated by an alternative focus on career identity, allowing occupational identity to transcend changes on organizational allegiance
Such navigation of change may require individualised projects reorienting identity around embracing flexibility, learning and personal growth
Shift from a standardised life course, of relatively stable and predictable trajectories and transitions, towards a life course that is de-standardised, de-institutionalised and increasingly individualised
However studies have also shown that change can facilitate the maintenance and even reassertion of the occupational identity (MacKenzie, Marks, 2018)
Evidence of collective resources people may call upon for the navigation of life course change, which challenge the assertion that the process is inherently and individualized endeavour
Occupational community can provide a continuation of the collective identity and an important source of material support

Power and Politics (P&P)

P&P goes hand in hand in creating an atmosphere to influence and direct the changes that take place in organisation: interrelated and interactive
Power is the capacity of individuals to overcome resistance on the part to others, to exert their will, and to produce results consistent with their interests and objectives (Huczynski and Buchanan, 2013)
Political behaviour in organisations consists of those activities that are not required as part of an individual’s formal role but that influence, or attempt to influence, the distribution of advantages and disadvantages within the organisation (Robbins and Judge, 2013)
Power in organisation

Power means being able to influence the behaviour of others, sometimes in a direction which the person or group would not, otherwise, have chosen.
Power is a function of relationships. It is not something a person has regardless of what other people are thinking or doing
Some people have more knowledge, expertise or resources than others do and, if these are scarce and desired, that peron or group will have more power than others
This can be referred as the "elasticity of power"
Power to some extent is bestowed upon people by others; it is partly in the eyes of the beholder.
While knowledge and resources can give someone power, so can the belief by A that B can exercise power over them.
Handy (1993) refers to the "relativity of power" to describe a situation where one person or group perceives another to have power while the second person or group believes otherwise. Handy also notes that power is rarely one-sided.
Power is about the potential to influence as well as the actual use of influence
Power can be seen as negative when it is characterised by a primitive, unsocialised need to have dominance over submissive others
But power is part of organisational life.
Buchanan’s research (2008) shows that the experience of politics seems to be frequent, visible and sometimes painful
Five behaviours occur frequently: building a network of useful contacts, using key players to support initiatives, making friends with power brokers, bending the rules to fit the situation, and self-promotion

Source of power

Positional: power invested in a person’s formal position in a hierarchy (ability to decide and implement rules, allocate resources, ask someone to do something)
Reward: often linked to positional but also to "gatekeepers", ability to give some sort of reward
Coercitive: often linked to positional, the power of forcing someone to do something
Expert: power that derives from a person’s skills and knowledge (but these need to be relevant / up-to-date)
Referent: power deriving from individual charisma

Symbolic power

Power that comes from the ability to manipulate symbols comes from the capacity to others the meaning, not of the symbol itself, but of what they stand for
Symbolic power is, therefore, the power to manipulate and use symbols to create organisational environments and the beliefs and understanding of others to suit one’s own purposes
It includes the use of language, rituals and myths

5 types of power source that developed by French & Raven (1969)

Positional power: vested in the formal position or the legitimate rights of an individual e.g. authority
Coercive: the power to use force or to punish for non-compliance e.g. disincentive
Expert: power derived from skills, knowledge and professional abilities of a person e.g. qualification, know-how
Referent: power derived from informal aspects like respect, experience, admiration e.g. mature leaders
Reward: power to provide incentives, benefits and value to the employees e.g. promotion, bonuses

Politics is power in action. There are 7 bases for political plays or tactics including:

Reasoning: logical reasoning, change requires arguments of values and limitation
Assertiveness: forcing or challenging the status quo
Friendliness: listen and communicate with employee on change ideas
Coalition: gang to support ideas of change, teams, groups or support member buy in - pains and gains
Bargaining: collective agreement, compromised position - direction, time span
Higher authority: use the positional power or higher position to assert
Sanction: punish or provide disincentive for lack of change in culture or behaviour

All these techniques needs to be adopted by leaders to change and manage cultures within any organisation
Change and the use of power

Organisational life is full of occasions when people try to influence how others perceive the world around them.
Organisations facing conditions of change are, in many respects, at their most vulnerable to the political actions of those who stand to gain from the change as well as those who stand to lose
Any change brings about new organisational uncertainties that will “offer” occasions for organisational actors to position themselves, to promote their views and to gain power
In Buchanan’s research (2008), the significance of political behaviour in change is widely acknowledged:

60% agreed that "politics become more important as organisational change becomes more complex"
79% agreed that "politics can be used to initiate and drive usefil change initiatives"
81% agreed that "political tactics can be effective in dealing with resistance to change"
92% agreed that "politics can be used to slow down and block useful change initiatives"

Some changes are less problematic than others. Radical change is more likely to bring the greatest conditions of fear and uncertainty.
Even so, small-scale, incremental change can upset the balance of power through small but significant redistribution of resources or changes in structure that make the skills or experience of some people more desirable than others.
Some types of change challenge the values and beliefs of some of the people involved, or their own goals, and induce en internal state of conflict that, in turn, raises their resistance to change
• They will mobilise their resources to pursue strategies that can be

Defensive or pro-active
Individual or collective

These strategies can take different directions

Alliance
Opposition
Negotiation

In a change process, there is generally a « change agent » who has the responsibility for planning, implementation and outcome of strategic change
Power plays a role in influencing the success of strategic implementation but the relationships between power and success is complex
Different types of power are enacted in different ways and the effects of power are mediated by the different implementation processes used.
Change is about the capacity to influence and lead, and recognizes other people’s needs to acheive their own goals as well as those of the organisations

Organisational development

OD is a “process that helps organisations build the capacity to change and to achieve long term effectiveness.” (Cummings & Wisely 2013)
In order for changes to take place, a change agent or change captain is required. He/she(group) needs to identify the timings, abilities and readiness for changes to take place with organisations. E.g. Leader, supervisor, team lead
Organization development can be defined as “a process that applies behavioural science knowledge and practices to help organisations build the capacity to change an achieve greater effectiveness (…) OD differs from other planned change efforts, such as project management, because the focus is on building the organization’s ability to assess its current functioning and to achieve its goals” (Cummings & Worley, 2013)
It is a soft system for change which emphasises not just the content and control of change but also the process by which change comes about
Kurt Lwein (1943) created the force field of change model that is the key in analysis and implementation of change management today. Businesses need to adapt and constantly be agile and flexible to ensure a sustainable change to ensure sustainable competitive advantages

Analysis

Change the temperature: unfreezing
Urgency of change
Purpose of change
Value of change
Cultural change
Forces of change
PESTLE
VUCA

Action

Change movement
Commitment to change
Implement the change
Schedule the change
Share challenges of change
Institute pace of change

Step 3: Refreezing the change

Communicate the change
Feedback on changes
Participation from employee
Create results or short term wins
Resistance to change
Value
Status quo

Another model used is the CIPD model of OD. Chartered Institute of Personal Development developed a simple model of 3 stages of change

Design: to construct changes based on:

Reading the context: internal/external environment
Aligning the strategy: culture, direction
Delivering radical changes: rapid and fast changes

Techniques

Movement
Training
Development

Management of change

Building trust
Voice, dialogue and rethinking
Emotions, energy and momentum
Small wins and gains

Factors for the success of OD

Leadership is vital: strong leadership.
People’s morale needs to be high for change to take place: emotional stability.
Focus on customers, people in organisation
Timing/schedule of change is a requirement of success

Philosophy and underlying assumptions

OD developed primarily in the USA out of a number of different schools of thought and practice that have included applied behavioural sciences, sociology, systems thinking, and psychotherapy.
Kurt Lewin’s work on group dynamics, action research and the consultant-client dynamic, form the early foundations of OD.
American psychologists and behaviourists working in the late 1940s and 1950s found that the application of participative methods to small groups led to attitude change, higher performance and greater commitment
Abraham Maslow argued for the inherent potential of individuals to pursue ‘self actualisation’, which was more likely to be achieved under conditions of openness and personal recognition.
Organisation theorists like Chris Argyris and Rensis Likert advocated organization-wide participation as a means of motivating individuals and hence achieving greater performance.
In the 1960s, the term ‘organisation development’ was introduced as an overarching umbrella for managing and developing the behavioural aspects of people in organisations
• The OD approach to change is, above all, an approach that cares about people and which believes that people at all levels throughout an organization are, individually and collectively, both the drivers and the engines of change.
Besides, it is based on a number of assumptions regarding people in groups

People are in general social beings : they will form formal and informal groups
Consequently the work group becomes very important in any attempt at change

Groups interact and overlap to form larger organisational systems that, in their turn, influence an organization’s capacity to learn and change
• OD acknowledges the systemic nature of organisational life and that changes in one part of the organisation will impact on operations in another part
• Any organization is a balance of forces built up and refined over a period of time: proposed change will inevitably change this balance and will almost certainly encounter resistance

Common features

OD work is based upon robust diagnosis that uses real data from organisational, behavioural and psychological sources. OD is based on the application and transfer of behavioural science knowledge and practice (such as leadership, group dynamics and work design), and is distinguished by its ability to transfer such knowledge and skill so that the system is capable of carrying out more planned change in the future
OD work is planned and systemic in its focus and takes account of the whole organisation. OD applies to changes in the strategy, structure, and/or processes of an entire system, such as an organisation, a single plant of a multi-plant firm, a department or work group, or individual role or job.
OD is concerned with managing planned change, in a flexible manner that can be revised as new information is gathered.
OD involves both the creation and the subsequent reinforcement. of change by institutionalising change
OD is orientated to improving organisational effectiveness by:

Helping members of the organization to gain the skills and knowledge necessary to solve problems by involving them in the change process, and
By promoting high performance including financial returns, high quality products and services, high productivity, continuous improvement and a high quality of working life

Major stages

Diagnose current situation

Data gathering about the organization’s external environment
Examination of organizational purposes and goals; organisational structure; recruitment practices, career paths and opportunities; reward structures and practices; organizational culture; prevailing leadership approaches and styles; individuals’ motivation at work, intra and inter-group relationships.
Different methods of data collection: questionnaire, interviews, observations
Importance to give feedback to staff: develop a vision for change

Gain commitment to the vision and the need for change

This includes working at group level of the organization and recognizing the strength of influence of both formal and informal group leaders
It is not sufficient merely to inform people of the vision and the necessity for change: make sure to identify the doubts that people have and their fears of what change might mean for them (implications for them: positions and prospects? Status? Power?) but also consider the emotional readiness for change

Develop an action plan

Who is going to be the “change agent”: someone from outside the organization? Someone form another part of the organisation? A group of people?
Different competencies required: communication, interpersonal skills, negotiation, political awareness, influencing skills, helicopter perspective…
The what and where of change: the organisation’s structure and systems need to change and/or the context/relationships needs to change and/or people’s behaviour/culture needs to change

Limitations

OD does not always face up to harsh realities of change
OD is limited when change situations are "constrained", when goals are predetermined and the means of achieving them are to some extent set.
OD required some reflection on leadership
OD does not work in all national cultures

Employee engagement

Increasing interest in Employee Engagement in recent years – Driven by the MacLeod Report (2009): ‘Engaging for Success: Enhancing performance through employee engagement’
CIPD argue that it is the new Employee Relations and defines it as: “being positively present during the performance of work by willingly contributing intellectual effort, experiencing positive emotions and meaningful connections to other” CIPD (2010)
“A combination of commitment to the organization and its values, plus a willingness to help out colleagues. Its goes beyond job satisfaction and is not simply motivation. Engagement is something the employee has to offer: it cannot be “required” as part of the employment contract”
Unlike notions of industrial democracy, which are rooted in employee rights, employee engagement stems from an economic efficiency argument
Reports have argued that a company with highly engaged employees achieves a financial performance four times better than those with poor engagement (less sickness, less turn-over…)
It is a concept that places “flexibility, change and continuous improvement at the heart of what it means to be an employee and an employer in a twenty-first century workplace” (Truss, 2009)
From conflict to engagement

Satisfaction

Likes the job or individual aspects of it
Is not dissatisfied with terms and conditions

Motivation

Strives to achieve personal goals
Contributes to organisational goals
Could be driven by extrinsic motivation

Commitment

Likes their employer
Wants to stay with their employer
Has a sense of belonging
Contributes to organisational goals

Engagement

Proactively seeks opportunities for wider contribution
Willing to go the “extra mile”
Is willing to withhold criticism and/or be constructively critical for the good of the organisation

Three dimensions of employee engagement

Intellectual engagement: the extent to which individuals are absorbed in their work and think about ways performance can be improved
Affective engagement: the extent to which people feel positive emotional connections to their work experience and thus with the company
Social engagement: the extent to which employees talk to colleagues about work related improvements and change

Framework

Degree of say that employees have about organisational decisions : information / communication / consultation / co-determination /control
Level at which participation takes place: work group, department, plant or corporate level
Scope of participations: the topics on which employees can contribute (minor to more substantive issues)
Form of participation: direct/ indirect/informal/formal schemes

The McLeod report identified 4 key enablers

Strategic narrative (leadership)
Engaging managers
Employee voice
Integrity

Key enablers of engagement

Other research (Purcell, 2010, 2014) finds the following factors are significantly linked to positive commitment for all or most of the eight occupations (WERS survey) :

Employee trust in management (all)
Satisfaction with the work itself (7 out of 8)
Satisfaction with involvement in decision-making at the workplace (6)
Quality of relationships between management and employees (5)
satisfaction with the amount of pay received (5)
Job challenge (5) and satisfaction with sense of achievement from work (4)

Employee voice

The voices and conflict of employees needs to be managed in any organisation change settings e.g. structure, strategy, people, process. CIPD (2010) defines employee engagement as “willingness of employees to contribute to intellectual efforts (cognitive), experience positive emotions (affactive) and meaningful connections (behaviour) to others.” To reduce conflict and resistance to change, we need to move employees and people away from low morale and dissatisfaction into higher motivation platforms to ensure successful engagement
MacLeod and Clarke (2009) define Voice as:

“An effective and empowered employee voice – employees views are sought out; they are listened to and see that their opinions count and make a difference. They speak out and challenge when appropriate. A strong sense of listening and of responsiveness permeates the organisation, enabling effective communication”

It is about building a culture of participation and involvement
Conflict (change) → dissatisfaction → low morale → motivation → commitment → engagement
3 dimensions of employee engagement

Intellectual: engagement in the intelligent, knowledge based space of thinking about work and the ways to improve performance and productivity e.g. thinking and knowhow, think tank, best practice - competitiveness
Affective: positive emotions and connections to work, family, lifestyle and play e.g. self motivation - other motivation
Social: extent employees talk to their colleagues about participation, commitment, feedback and improvements to the work environment with changes that are necessary

Employee voice is the opportunity for workers to speak up and evolve effective communication and a sense of listening and involvement
The background notion of voice

Workers’ control and trade unions: with industrialisation came the rise of trade unions. In some cases, this was accompanied by a desire for workers to have a say in decision-making at work
Co-determination: industrial democracy with union representatives on company main boards.
Collective bargaining and joint regulation: trade unions led negotiations focusing on pay and working conditions
Joint consultation committees (JCCs): exist in organisations to address issues not covered by collective bargaining. JCCs consist of management and employee representatives. They run in unionised and non-unionised workplaces
Information and Consultation of Employees Regulations 2004 – ICE: Based on an EU Directive, employees in enterprises with 50 or more employees have the right to ask for business-related consultation
More recently: voice has been associated with the decline of trade unions (see Have Employees Lost Their Voice? Millward et el., 2000, Ch.4).
New channels and means of communication arose: such as the rise of social media

The key elements of voice

Participation: state initiatives which promote the collective rights of employees to be represented in organisational decision-making, or to the consequences of the efforts of employees themselves to establish collective representation in corporate decisions, possibly in the face of employer resistance.
Involvement: the foundations of employee involvement (EI) -- represent core principles of total quality management and are a natural extension of effective human resource management practices. Practices which provide employees with the opportunity to influence and where appropriate take part in the decision making on matters which affect them

Mechanism of employee voice

Upward problem-solving: managers can use a range of techniques to directly tap into employee ideas and opinions to improve work processes, such as:
Two-way Electronic media: e.g. e-mail. Increasingly, social media is being used in this way through enterprise social networks (ESNs).
Communications: face-to-face discussions between managers and staff for whom they have responsibility; for example, through regular meetings every few weeks.
Attitude surveys: questionnaire-based surveys designed to gauge employees’ experiences and views of particular aspects of work.
Working groups: employees brought together on a regular or ad hoc basis to discuss specific organisational issues

Strategic voice is under-developed in the UK

Unions no longer provide routes to collective voice with collective bargaining covering 17% of private sector workforce and membership down to 28% (but more than 50% in the public sector)
No signs of a take-up of consultative committees in either union or non-union workplaces. ICE Regulations largely ignored
But good evidence that active consultation can be effective as judged by managers and employee representatives

Emotions

The experience of work is saturated with a variety of emotions – from frustration, happiness, anxiety or fear, to an enduring sense of dissatisfaction or commitment
Emotions will shape the anticipation, the experience and the aftermath of change
Change can create a mix of emotions – simultaneously positive and negative. Change can be a threat or an opportunity, a cause of concern or celebration, surprising or predictable, controlled or uncontrolled
Types of emotions during organisational change

Emotions can be classified as positive - excitement, enthusiasm, happiness, confidence - or negative – guilt, anger, frustration, sadness, worry, anxiety
Positive emotions can stimulate the desire to generate broader ways of thinking, improve decision-making, create an open mind about future possibilities
Conversely, negative emotions can create a narrow way of thinking, withdrawal from participating in meetings and decision-making, criticism about future options
During organisational change individuals will experience both types of emotions simultaneously. Emotions will vary over time

Suppressing and expressing emotions

Organisations can shape and control the way that their employees display emotions. Jennifer Talvar (2002) describes how managers in McDonald’s invent ways of stimulating employees’ emotions so that negative feelings are suppressed. For example, managers constantly remind employees to “leave your problems at home”.
They shape the way that emotion is to be displayed as well as the labour that goes into making it look good – the emotional labour (Hochschild, 1983)
Emotional labour describes when individuals manage their emotions within an organisation in exchange for a salary, to meet the requirements of their job (especially customer-facing jobs)
During a change initiative emotional labour may be required by managers and employees who feel the need to hide their feelings about the change in case their expression is construed as an unwelcome form of resistance
Such emotional labour can have a positive impact on employees’ performance (increase in sales…) and personal welfare. On the negative side, when there is a disparity between an individual’s felt and displayed emotion, emotional dissonance might occur
This can lead to burnout, exhaustion, low job satisfaction, absenteeism and conflict

Leading and managing people along a transformational journey demands the ability to recognize how and why people will react emotionally
Managing emotions at the workplace places a vital role as changes in organisation takes place. Whether with merger & acquisition, retrenchment, restructuring and rotations. Emotions and anger can affect the morale and mood of the employees in implementing the changes. Emotion is the underlying strong feeling derived from one circumstance, mood and relationship with others. Emotions can be classified as positive, neutral or negative. Moods refers to an affective response that lasts much longer than an emotion (Tice 2019).
Emotional intelligence

The ability of managers and leaders to recognize and manage emotions in themselves and in other people is known as emotional intelligence (Goleman, 1995).
Salowey and Mayer (1990) defines it as “ the ability to monitor one’s own and others’ feelings and emotions, to discriminate among them and to use this information to guide ones’ thinking and actions”
It is based on an individual’s own self-awareness. It is not fixed for life and may be improved with suitable training.
Part of leading and managing people through change is being able to acknowledge and understand complex and evolving emotions

The ability of leaders to recognise and manage emotions of themselves and of other employees during change is a concept of emotional intelligence (EI). Daniel Goleman (1995) developed 4 variables of EI including

Self awareness: self knowledge and esteem
Self management: self control, discipline, monitor
Social awareness: awareness of others and their likes, values
Social skills: relationship, communication, understanding

There are various types of emotions and management styles involved in change management process

Emotional labour: the management of feeling towards events, situations and circumstances related to work
Emotional regulation: set of processes where people manage their goal attainment
Reappraisal: to redefine the negative emotions to something positive - cognitive change of thinking
Suppression: inhibiting the expression of emotion (Cross 1999) to internalise and suppress emotions

Motivating people to change

Different approaches to motivation : intrinsic - satisfaction and pleasure linked to the task/job - or extrinsic. –incentives and rewards outside of an individual
Daniel Pink (2011) in his book “Drive” argues that extrinsic motivation is not as potent as managers might think. For him, intrinsic motivation is the main driver for individuals and suggest to consider three main factors

Autonomy : people like to be self-directed with a high degree of freedom to decide the direction, methods and circumstances of their work. In a situation of change, managers should then create decision-making opportunities, avoid micromanagement and encourage ownership

Mastery: people like to do things well and to get better at doing things they value, so opportunities to grow, develop and excel at their work are motivating. Managers should encourage individuals and teams to improve their skills and knowledge and to support their growth
Purpose: people like to feel their work has meaning and value and they will choose to invest in activities they consider worthwhile. Managers should ensure that the purpose of change is communicated clearly and that people understand the purpose and the rationale for change, and that they know how they will contribute towards the purpose of the change

Perceptions of justice and fairness

Organisational change generates a heightened sensitivity to fairness and justice to how individuals are treated during the process and outcomes of change (Saunders and Thornhill, 2003)
Individuals evaluate the fairness of change based on

Distributive justice: degree to which the outcomes are perceived as fair
Procedural justice: degree of fairness of the formal policies and/or procedures used to decide about the change initiatives
Interpersonal justice: degree of fairness of the interpersonal treatment that individuals receive by managers
Informational justice: degree of fairness of the information received

Theories of Leadership

What is leadership and the value of leadership to an organisation: CHANGE & LEADERSHIP, ability of leaders to adapt and change with external macro environment e.g. BA reduces the fleet of 747 sense making e.g. Leadership decision and style
Leadership is about understand people (relationship) and followership - DEFINITIONS
There are almost as many definitions of leadership as there are persons who have attempted to define the concept (Stogdill 1972). 1 Definition - leadership is an influential relationship among leaders and followers who intend real changes and outcomes that reflect their shared purposes (4 elements - influence, relationship, change, purpose). Leadership is needed today for change to take place. It is different from management which is the principle. Management is about things right while leadership is about the right thing (Gruit 2005) - Companies need leaders because of direction, purpose
Leader's view

There is nothing more difficult to take in hand, more perilous to conduct, or more uncertain in its success, than to take the lead in the introduction of a new order of things (Machiavelli 1513)
The wicked leader is he who the people despise.The good leader is he who the people revere. The great leader is he who the people say, we did it ourselves (Lao-Tzu)
The people who are doing the work are the moving force behind the Macintosh. My job is to create a space for them, to clear out the rest of the organisation and keep it at bay (Steve Jobs)
We think too small, like the frog at the bottom of the well. He thinks the sky is only as big as the top of the well. If he surfaced, he would have an entirely different view (Mao)

This involves 3 important qualities of any successful leadership

Visioning: to create true vision (futuristic in focus), a view or trajectory (direction) for the future e.g. Dream, Goals, Objectives
Communication: share understanding and thought of how changes will be implemented e.g. emotional intelligence, engagement
Inspiration: the abilities to influence and the energy to see to completion of a change e.g. commitment, motivation, morale

Model of change leaders, in order for change to take place, at least one model of leadership needs to be adopted

Traits: leadership with specific qualities that are born and not make that are innate e.g. intelligence, integrity, drive
Styles: exhibit one style of leadership including autocratic, democratic, participative, laissez faire
Situational: depends on circumstances and creating dependency relationship on situation and groups

Most recent leadership perspectives based on situational leadership (contingency) including TTCS:

Transactional: based on cost, profitability, exchange and market share e.g. bottom line, revenue, value
Transformational: changes (4) and innovation (ideas) as a strategic competitive advantages (SCA) e.g. customers
Charismatic: inspiration, legal performance and energy in transition e.g. charm, change people’s thinking
Symbolic: based on establishing a strong organisational culture of learning and change e.g. rapid evolution in changes and things taking place in organisation

The approach adopted depends on 3 factors (WHEN):

Characteristics of the organisation: structure, strategy, type of industry or sector
The task involved: timing, schedule, importance and strategic nature
Followers of the organisation: readiness of followers to change R1 to R4

Pitfalls (dark side of leadership)

Ineffective: passive and do not contribute to the organisation goal e.g. inward looking, passive
Destructive: behaviour that prevents goal attainment and have negative connotations e.g. Trump
Negative: range from ineffective to destructive aspects of leadership e.g. bankruptcy

Leadership theories

Complex
Confusing
Complicated
Contradictory

Manager versus leader

Focus on now
Doing the things right
Planning & budgeting
Organising & staffing
Controlling
Limiting risks
Driven by rationale
Management is about coping with complexity
Formal plans, organisational structures & monitoring for results

Leader versus manager

Focus on future
Doing the right things
Developing direction
Aligning people
Energising/inspiring people
Taking (calculated) risks
Driven by rational and intuition
Leadership is about coping with change
Vision, communication & inspiration

Trait theory: leaders are born not made

Many traits are too obscure or abstract to measure and observe
Studies have not adequately linked traits with leadership effectiveness
Most trait studies omit leadership behaviours and followers’ motivation as mediating variables
The situation is not considered
Personality
Intelligence
Emotional intelligence

Leadership style

Associated with practical problems of selecting organizational leaders
Certain (trainable?) behaviour leads to success
Classical studies by Lewin (1939; in boys’ camps)

Authoritarian
Democratic
Laissez-faire style

Democratic was most successful, especially when leader was not present
Cultural transferability of this US American research?

E.g., losing face when asking followers to participate

Leadership is a social process that involves a “dependency relationship in which individuals surrender their powers to interpret and define reality to others” (Kempster, 2009, p. 43)
Situational leadership

Leaders match their style to the competence and commitment of subordinates
When working with people who are striving to meet your expectations, consistency is crucial
If situational leadership is applied to a management situation inexpertly, the result can be visible behavioural inconsistency on the part of the supervisor.
Employees may not know what sort of response to expect from the manager from day to day, potentially creating an environment of fear and uncertainty

Contingency Approach

Effective leadership behaviour depends on the situation at hand
The situation determines who will emerge as a leader
Different leadership behaviours are required for different situations
No one best way to lead – different styles, traits or behaviours can all be effective.
Situational or contextual factors help determine best style or behaviour
Leaders (can?) act differently depending on the situation
Most contingency theories are ambiguous, making it difficult to formulate specific, testable propositions
Theories lack accurate measures

Exchange theories (Grean)

Not characteristics, Not behaviour, Not
Perception BUT: Interaction
Leader AND follower contribute to a leader-member dyad.
Leader-Member Exchange

Respect, trust, mutual obligation
Do leaders treat followers differently?
In-group v Out-group

Transformational leadership e.g. Bass
Individualised leadership

Transaction styles (Burns 1978)

Focuses on the exchanges that occur between leaders and their followers
The transactional leaders overemphasize detailed and short-term goals, and standard rules and procedures. They do not make an effort to enhance followers’ creativity and generation of new ideas. This kind of a leadership style may work well where the organisational problems are simple and clearly defined
The transactional leaders tend to be highly directive and action oriented and their relationship with the followers tends to be transitory and not based on emotional bonds
The theory assumes that subordinates can be motivated by simple rewards. The only ‘transaction’ between the leader and the followers is the money which the followers receive for their compliance and effort

Transformational leadership

Process of engaging with others to create a connection that increases motivation and morality in both the leader and the follower
Leader is attentive to the needs and motives of followers and tries to help followers reach their fullest potential
Yukl (1999) took TL to task and many of his criticisms retain their relevance today
He noted that the underlying mechanism of leader influence at work in TL was unclear and that little empirical work existed examining the effect of TL on work groups, teams, or organisations
Yukl suggested that the theory lacked sufficient identification of the impact of situational and context variables on leadership effectiveness (1999; 2011)

Dark side of leadership

Ineffective leadership: behaviour that does not contribute to personal or organizational success; e.g.

Passive management-by-exception (Bass & Riggio, 2006)
Laissez-faire leadership (Bass & Riggio, 2006)

Destructive leadership: behaviour that directly or indirectly prevents organizational and personal goal attainment of followers; e.g.

Abusive supervision (Tepper, 2007)
Petty tyranny (Ashforth, 1997)

Negative leadership: overarching term including commonly disliked and denounced behaviours ranging from ineffective to destructive aspects (Schilling, 2009)

New approach

Social identity theory
Followership
Implicit leadership

Organisational Change

Leading people through changes involves identifying problems and finding solutions to these issues and challenges (NOT ALL SOLUTIONS FIT THE SAME PROBLEM). There are 3 types of problems that occur in organisations - Classifications of issues tackled by LEADERS.

Critical: are problems that are short term and tactical and requires a commander to promotion decisions e.g. routine decision that are important
Tame: these are operational changes that are medium term in focus and need to have a management to fit the puzzle together e.g. strategy, structure
Wicked: these are long term and strategic issues that are true leadership changes that are complex with managing uncertainties and ambiguities of change and have more than one possible solutions .e.g culture, power, politics, employee

Problem with change

Critical problems: commander

Portrayed as self-evident crisis; often at tactical level

General uncertainty –though not ostensibly by commander who provides ‘answer’

No time for discussion or dissent

Legitimises coercion as necessary in the circumstances for public good

Associated with Command

Encouraged through reward
Take the required decisive action, that is to: provide the answer to the problem

Tame problems: management

Problems as PUZZLES: there is a solution. The puzzle can be complicated but there is a unilinear solution to them: these are problems that management can (& has previously) solved
The problem of heart surgery is a Tame problem. It’s complicated but there is a process for solving it & therefore it has a Managerial solution/answer
Launching a(nother) new product is a tame problem
Management’s role is to engage the appropriate process to solve the TAME problem. Technical leadership (Heifetz, 1994)

Wicked problems: leadership

Either novel or recalcitrant
Complex rather than complicated (cannot be solved in isolation)
Sit outside single hierarchy and across systems - ‘solution’ creates another problem
They often have no stopping rule - thus no definition of success
Sometimes the solution precedes the problem analysis
May be intransigent problems that we have to learn to live with
Symptoms of deep divisions - contradictory certitudes
Have no right or wrong solutions but better or worse developments
Uncertainty & Ambiguity inevitable - cannot be deleted through correct analysis. They are problems for leadership not management
Require political collaboration not scientific processes - role is to ask the appropriate question & to engage collaboration
‘Life can only be understood backwards, but it must be lived forwards.’ (Soren Kierkegaard, 1813-1855)
If men could learn from history, what lessons it might teach us! But passion and party blind our eyes, and the light which experience gives us is a lantern on the stern which shines only on the waves behind us’ (18/12/1831 Specimens of the Table Talk of by Coleridge)

OC can be developed in companies through the 8 steps of Kotter change process

Established a sense of urgency: create a catalyst of change e.g. Driver
Form a power and coalition: assemble a group of loyal supporters
Create a vision: a strategic initiative and value forming e.g. Live More Bank Les
Communicate the ideas: share and engage the vision
Remove obstacles: to encourage risk taking, remove people obstacle
Short term wins: generate visible results
Consolidate the changes: improve with speed and momentum
Anchor the changes: create a new culture of way of doing things within organisation

Management: déjà vu. I’ve seen this problem before. I know what process will solve it.
Leadership: vu jàdé. I’ve never seen this problem before; I need to get a collective view on what to do about this
Diagnosing change situations

Theories of change have become more convoluted and less valid
We know the processes by which change happens and the content of change, but the conditions for successful change are unique to each situation
Organisational change can be categorized in 3 dimensions: pace, scope or content. There are different types of change, appearing at different levels of an organisation
Planned change can lead to unintended outcomes and change also occurs as an unintended outcome of decisions

Roles

Fatalists: there’s nothing that can be done; people are selfish. We’re all doomed
Individualists: we need to facilitate individualism and encourage creative competition, technological innovation and market forces will solve the problem
Hierarchists: the rules are inadequately enforced; get a disciplinarian in power in charge to sort out Climate Change treaties
Egalitarianism: we need to re-think our approach to consumption and shift to decentralized and self-sustaining communities

Equality and diversity in leadership

Diversity

Everyone is a unique person. Even though people have things in common with each other they are also different in all sorts of ways. Differences include visible and non-visible factors, for example, personal characteristics such as background, culture, personality, and work-style, size, accent, language and so on.
A number of personal characteristics are covered by discrimination law to give people protection against being treated unfairly. The ‘protected characteristics’ are race, disability, gender reassignment, sex, marriage and civil partnership, pregnancy and maternity, religion and belief, sexual orientation and age
Too much emphasis on the business case and therefore it is limited in addressing equality issues and discrimination.
Described as “little more than rhetoric”
Woolly and confusing concept which is difficult to operationalise (Taylor 2014)
Corporate American inspired backlash against equality and positive action
Acceptable diversion away from equality and tackling discrimination
Allows organisations to adopt the most basic policies with little real action
Forgets that discrimination is the outcome of collective wrongs, and is not an under appreciation of individual differences
Most organisations are pyramid-shaped and hierarchical
More diversity at the bottom than there is at the top
More women in the workforce occupying a greater variety of roles
Increased patterns of migration
Differences in birth rates across demographic groups
Ageing population

Diversity specifications

Race/ethnicity
Age
Gender
Disability status

Benefits and limitations

A diverse labour force means that organisations desiring to attract and retain talent will have to recruit from all demographic groups;
Diverse organisations will be better equipped to serve diverse customers;
Diverse organisations will outperform homogeneous organisations because diversity brings a greater variety of information, experience, and perspectives (Jayne & Dipboye, 2004)
There are more people called David or Steve leading FTSE100 companies than there were women or people from ethnic minorities
In April 2018, 8 in 10 companies and public sector companies paid men more than women
The data showed women were being paid a median hourly rate that, on average, was 9.7% less than that of their male colleagues
Nearly two-thirds (61%) of women would take an organisation's gender pay gap into consideration when applying for jobs

This topic looks at the inclusiveness of organisation to changes and especially to gender diversity and diverse workforce within changing organisations.
Organisations needs to change their workforce demographic and high level management

Race: nationalities, citizenship, religion, secular organisation e.g. GRCs, HDB
Age: young, mature, older work e.g. retirement age - loyal to organisation
Gender: role of women in leadership e.g. Better EI, AI as compared to men
Disabilities: handicap, less or differently abed can assist with organisations

Top management usually has the least represented diverse and inclusive as compared to other levels of the organisation.
Role of women in leadership e.g. % of women in top management 11% changes

More women today in the workforce occupying a greater variety of roles and tasks e.g. supervisory, managerial
Ageing population and longer life expectancy of women as compared to men .e.g Singapore 84 year old
Income gaps between males and females - wide difference (OECD 2019) 13.5% less salary
More educated and scholarship given to younger women today - literacy rates increasing
Glass ceiling and multiple commitment and “hats” of women - women have to work harder and have multiple roles

Towards diversity changes - TOWARDS MORE LEADERS

Break the silence: start a conversation and feedback on change
Change the story: capture a new milestone, history, narrative
Measure, manage and report: monitor and test the data and results e.g. affirmative action
Sponsorships: tap on the power of civil societies and government movements
“Next UP”: adopt leadership succession that considers women to take over
Inclusiveness: be open to new ideas and talents in this globalised environment
Benchmark and collaborate: check against industrial and sectorial standard of recruitment

Barriers in workplace (Graves and Powell, 2008:439-50)

Racism
Sexism
Homophobia
Disablism
Stereotyping
Prejudice
Status characteristics
Social Roles
Prototype matching
Similarity/attraction/social identity
Group composition

Gender equality

Organisational scholarship has been, primarily, a literature written by men, for men and about men: how to gain the cooperation of men to achieve organizational ends through rationality: how to man/age (Calas and Smircich, 1996: 222-3)
Gender – a basic pillar of organising, given meaning through social structures, practices and processes (Ashcraft and Mumby, 2004: xiv)
Gender as a social construction

Not ‘natural’, static, or pre-existing
‘The result of human social processes, actions, language, thought and practices’ (Gatrell and Swan, 2008:4)

Management styles: some argue new styles favour women, others argue this is based on stereotypical view of female and male traits (Contrasting views taken by Wajcman (1998) and Meyerson and Fletcher (2000))
Business case against gender inequity - LePine et al (2002)

Although inequity can lead to a decline in morale/performance, market alone cannot be relied upon to ‘weed out’ unequal firms (Ngo, Foley, Wong and Loi, 2003)

Greatest effect of discrimination is at level of ‘sticky floor’ – poor workers often in the ‘Third World’ countries
Women have made up 50% of workforce in capitalist countries since 1980 but:

Wage differentials have changed little
Effects of glass ceilings, sticky floors, or glass cliffs

Gender harassment a feature of workplace discrimination
An invisible barrier that prevents someone from achieving further success
Metaphor for the phenomenon of women’s promotion to precarious leadership roles
Women as Leaders

Women as credible leaders
Women as Victims

Women as feminine

Women lacking in credibility
Women as their own worst enemy

The dialectics work together to form a discursive pattern framed by a male leadership model that narrates the promise of women leaders, yet the disappointment that they are not men (Elliott & Stead, 2018)
The numbers of women leaders are increasing, yet still women are struggling to gain equity of pay and standing within the workplace
Over recent years, the leadership literature has ostensibly heralded female characteristics and ways of working as important, yet theory and practice continue to adopt masculine values that reify existing power relations as the norm
Policies and procedures within organisations offer a perception of fairness and objectivity while women’s leadership experience remains marginalised and excluded by masculine oriented cultures and a preoccupation with traditional business organisations

Equality in organisation

Leader, Board and senior management team commitment
Clear equality strategies with timeframes and objectives
Communicate at every level strategy to the relevant stake holders
Ensure relevant and appropriate behaviours are role modelled by leaders and management
Policies, procedures and practices to include

Recruitment and selection
Positive action initiatives
Training and development
Pay and reward
Change management
Staff engagement
Culture change strategies

Implicit leadership theories (Schyns & Kiefer, 2012)
Cognitive biases, e.g.:

Anchoring bias: where an individual relies too heavily on an initial piece of information offered (considered to be the ‘anchor’) when making decisions;
Confirmation bias: a tendency to search for, interpret, favour and recall information in a way that confirms one’s pre-existing beliefs
Bias blind-spot: recognizing the impact of biases on the judgment of others, while failing to see the impact of biases on one's own judgment;
Bandwagon effect: the probability of one person adopting a belief increases, based on the number of people holding that belief.

Social constructions of reality (Berger & Luckman, 1966; Elliott and Stead, 2008), reinforced by media representations (Elliott & Stead, 2018; Mavin et al, 2018)

Race and ethnicity

UK ethno-racial minorities under-represented in senior roles; over-represented at lower levels
Differences exist within racial groups on other criteria such as age/disability etc.
Culture as important as racial background in assessing inequities
Value of English language education in promoting mobility (Robinson, 1990)
Perceptions of situation vary –different groups experience work differently (Moodod et al, 1997)
Significance of training relative to applications in black applicants (Brief, Dietz, Cohen, Pugh & Vaslow, 2000)

Disability

Definitions vary between countries
Stereotyping and discrimination mean disabled

Have difficulty finding work
Effectively applying their skills and talents
Keeping paid employment (Loprest and Maag, 2001)..

In UK Disability Act covers these areas
Disability increasingly seen as a problem that individuals face in society rather than one that they have

Roles of leadership

Establish high-level corporate/organsational leadership for equality
Treat all employees fairly at work – respect and support human rights and non-discrimination.
Ensure the health, safety and well-being of all workers. Create and maintain and inclusive work environment.
Promote education, training and professional development for under represented groups
Implement enterprise development, supply chain and marketing practices that empower under represented groups
Promote equality through community initiatives and advocacy.
Measure and publicly report on progress to achieve gender/race/disability equality.
Encourage networking and collaboration with under represented groups

Action of leadership Chartered Management Institute, 2017)

Break the silence
Change the story
Measure it, manage it, report it
Tap into the power of sponsorship
Build diversity through ‘next up’ leadership
Be inclusive and adaptive
Benchmark and collaborate

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Leadership and Change Management (MBA module 4 of 8)

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