scholarly journals Linkage between theory‐based measurement of organizational readiness for change and lessons learned conducting quality improvement–focused research

2016 ◽  
Vol 1 (2) ◽  
pp. e10013 ◽  
Author(s):  
George L. Jackson ◽  
Christianne L. Roumie ◽  
Susan M. Rakley ◽  
Jeffrey D. Kravetz ◽  
Miriam A. Kirshner ◽  
...  
Keyword(s):  
Quality Improvement ◽  
Lessons Learned ◽  
Readiness For Change ◽  
Organizational Readiness ◽  
Organizational Readiness For Change

scholarly journals What Do Banks, Rural Credit Institutions, and Regulators Infer from the Current Strengths and Standing of Indonesian SMEs?

2020 ◽  
Vol 22 (1) ◽  
pp. 1 ◽  
Author(s):  
Jenri Panjaitan ◽  
Muhadjir Darwin ◽  
Indra Bastian ◽  
Sukamdi Sukamdi
Keyword(s):  
Social Cognition ◽  
Soviet Union ◽  
Former Soviet Union ◽  
Readiness For Change ◽  
Organizational Readiness ◽  
Regulatory Body ◽  
Organizational Readiness For Change ◽  
Shifting Balance ◽  
Optimal Distinctiveness ◽  
The Government

This study investigates whether the Indonesian regulators control Indonesian small and medium-sized enterprises (SMEs) with matching or mismatching empowerment strategies, in light of their strengths and current standing. Indonesian SMEs contributed approximately 60.34% to Indonesia’s gross domestic product (GDP) in 2018. In addition, Indonesian regulators have focused on financial support through credit policies and tax incentives. Indonesian SMEs have been standing on organizational readiness and readiness for change, based on their social networks and social cognition. It collected thirteen informants with different expertise and experiences. This study’s results suggest Indonesia’s regulatory body and financial institutions should consider the SMEs’ social cognition and organizational readiness for change. According to the current situation, to empower Indonesian SMEs, we recommend strategies such as achieving knowledge supremacy, creating an economic development board, as in Singapore, formulating comprehensive industry-wide policies, adopting omnibus laws, and implementing a shifting balance strategy. In other words, the Indonesian regulators should implement major reforms, which are similar to glasnost and perestroika in the former Soviet Union. This is to enhance Indonesian SMEs and achieve the goal of the Government of Indonesia (GoI) with respect to the optimal distinctiveness of Indonesia’s future economy. This optimal distinctiveness refers to the GoI’s policies, which focused on knowledge supremacy, an industry-wide regime, and research for empowerment.  

Evaluating Organizational Readiness for Change: A Preliminary Mixed-Model Assessment of an Interprofessional Rehabilitation Hospital

2006 ◽  
Vol 9 (4) ◽  
pp. 66-74 ◽  
Author(s):  
Moira Devereaux ◽  
Allison Drynan ◽  
Sara Lowry ◽  
Daniel MacLennan ◽  
Matya Figdor ◽  
...  
Keyword(s):  
Mixed Model ◽  
Readiness For Change ◽  
Organizational Readiness ◽  
Model Assessment ◽  
Organizational Readiness For Change ◽  
Rehabilitation Hospital

scholarly journals The Organizational Readiness for Change scale in adolescent programs: Criterion validity

2007 ◽  
Vol 33 (2) ◽  
pp. 159-169 ◽  
Author(s):  
Lisa Saldana ◽  
Jason E. Chapman ◽  
Scott W. Henggeler ◽  
Melisa D. Rowland
Keyword(s):  
Criterion Validity ◽  
Readiness For Change ◽  
Organizational Readiness ◽  
Organizational Readiness For Change

scholarly journals The development of an online decision support tool for organizational readiness for change

2014 ◽  
Vol 9 (1) ◽  
Author(s):  
Sobia Khan ◽  
Caitlyn Timmings ◽  
Julia E Moore ◽  
Christine Marquez ◽  
Kasha Pyka ◽  
...  
Keyword(s):  
Decision Support ◽  
Decision Support Tool ◽  
Readiness For Change ◽  
Organizational Readiness ◽  
Support Tool ◽  
Organizational Readiness For Change

Organizational readiness for change: Preceptor perceptions regarding early immersion of student pharmacists in health-system practice

2017 ◽  
Vol 13 (5) ◽  
pp. 1028-1035 ◽  
Author(s):  
Kimberly A. Sanders ◽  
Michael D. Wolcott ◽  
Jacqueline E. McLaughlin ◽  
Amanda D'Ostroph ◽  
Christopher M. Shea ◽  
...  
Keyword(s):  
Health System ◽  
Readiness For Change ◽  
Organizational Readiness ◽  
Organizational Readiness For Change

scholarly journals Analysis of Organizational Readiness towards Library 4.0: A Case Study at X Library

2020 ◽  
Vol 6 (2) ◽  
pp. 110
Author(s):  
Astutik Nur Qomariyah ◽  
Eva Mursidah ◽  
Yeni Anita Gonti ◽  
Davi Wahyuni
Keyword(s):  
Industrial Revolution ◽  
Contextual Factors ◽  
Mean Value ◽  
Readiness For Change ◽  
Organizational Readiness ◽  
Organizational Readiness For Change ◽  
Policies And Procedures ◽  
The Face ◽  
Almost All

Background of the study: The reality of the inevitability of the Industrial Revolution 4.0 era that must be faced by X University and will have an impact on the X Library towards Library 4.0 has become a serious concern at X University. Thus, it is important to conduct a research study on the readiness of the X Library in implementing Library 4.0.Purpose: The purpose of this study is to identify and analyze the readiness of the X library to implement Library 4.0 in the face of the Industrial Revolution 4.0 by referring to the TORC (Theory of Organizational Readiness for Change), in terms of five contextual factors- the policies and procedures, past experience, organizational resources (human resources and technological resources), organizational structure, and organizational culture.Method: The research method used this study is mixed methods, which combine quantitative and qualitative approaches.Findings: The results showed that the level of organizational readiness in implementing Library 4.0 is the mean value of 2,60. This showed that the X Library is not ready, and needs some of work to implement Library 4.0Conclusion: Based on the five contextual factors to measure organizational readiness toward Library 4.0, it showed that almost all of them are the level of not ready, but there is one factor that shows it is quite ready- the policies and procedures. The lack of organizational readiness because leadership is an important key related to contextual factors that affect the readiness of Library X towards Library 4.0.

scholarly journals Are Danish vocational schools ready to implement ‘smoke-free school hours’? A qualitative study informed by the theory of organizational readiness for change

2020 ◽  
Author(s):  
Anneke Vang Hjort ◽  
Michael Schreuders ◽  
Kathrine Højlund Rasmussen ◽  
Charlotte Demant Klinker
Keyword(s):  
Readiness For Change ◽  
Organizational Readiness ◽  
Vocational Education And Training ◽  
Tobacco Policy ◽  
Vocational Schools ◽  
Successful Implementation ◽  
Structured Interviews ◽  
Free School ◽  
Tobacco Policies ◽  
Organizational Readiness For Change

Abstract Background Vocational education and training is a lower level of education and the smoking prevalence among Danish vocational students is high. The school tobacco policy regarding smoke-free school hours stipulates that students and staff are not allowed to smoke during school hours—inside or outside school premises—and it might be an effective intervention for reducing smoking in vocational schools. For school tobacco policies to be effective, they must be appropriately implemented. A primary predictor for successful implementation is organizational readiness for change. This study seeks to identify and understand the barriers to and facilitators for developing organizational readiness to implement smoke-free school hours in Danish vocational schools. Methods Semi-structured interviews and focus groups were carried out with managers and teachers (n = 22 participants) from six vocational schools. The interview guides were informed by ‘A theory of organizational readiness for change’ developed by Weiner, which was also used as a framework to analyze the data. Results We identified 13 facilitators and barriers. Nine factors acted as facilitators, including the following: believing that health promotion is a school role and duty; believing that society and workplaces are becoming more smoke-free, and believing that smoke-free school hours is a beneficial strategy to achieve fewer educational interruptions. Additional facilitators include establishing clear rules for sanctioning and enforcement; developing a joint understanding about smoke-free school hours; developing skills to deal with student responses to smoke-free school hours; establishing social alternatives to smoking; offering smoking cessation help and mandating smoke-free school hours by law. Four organizational norms, practices or discourses acted as barriers: Believing that smoke-free school hours violate personal freedom; believing that students have more important problems than smoking; believing that it is difficult to administer the level of enforcement; and believing that the enforcement of smoke-free school hours negatively influences student-teacher relations. Discussion Our results suggest that developing organizational readiness before adopting a comprehensive tobacco policy such as smoke-free school hours is important for successful implementation. Further research should investigate how to strengthen the facilitators for and counter the barriers to developing readiness for implementing smoke-free school hours.

scholarly journals Learning Is Change: Creating an Environment for Sustainable Organizational Change in Continuing and Higher Education

2014 ◽  
Vol 40 (1) ◽  
Author(s):  
Christie Schultz
Keyword(s):  
Higher Education ◽  
Organizational Change ◽  
Continuing Education ◽  
Technology Implementation ◽  
Readiness For Change ◽  
Organizational Readiness ◽  
Student Records ◽  
Organizational Readiness For Change ◽  
Student Management ◽  
Wide Range

This article explores the ways in which learning itself is a form of organizational change and, as such, supports organizational readiness for change. The study considers a continuing education unit within a major Canadian university that managed to transform its decentralized and independent student records and administration system (student registration, student financials, student academic records) by merging into the university’s central student management system.The technological implementation and transformation took place over 18 months and was enabled by a series of formal committees and working groups, involving a wide range of members across the university’s communities and within the continuing education unit. The empirical data consist of responses given during in-depth interviews with a set of participants involved in the change initiative and technology implementation. Managers’ reactions to and reflections on organizational change figure prominently in the research findings and discussion.The article aims to show that creating an environment for sustainable organizational change in higher education, and perhaps more generally, is supported by recognizing that learning itself is change, and that workplace learning may therefore help to create organizational readiness for change. 

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