A core textbook for all modules in Change Management, John Hayes examines and applies all of the key theories on change to organisational settings. Diagnostic tools and immersive learning exercises enable students to identify change and experience various outcomes based on real-world scenarios. The unique experiential learning exercises allow students to reflect on their own experiences of change.



Hayes strikes a balance between theory and practice by examining the key theories on change and applying those theories to organisational settings to demonstrate how organisations can develop practical tools to help implement change.



Key Features

? Blend of theory and practice

? Breadth of coverage

? Experiential learning exercises - allow students to play the role of a consultant and diagnose a need for change

? Case studies

? Diagnostic tools to help students grasp the practical techniques 

? Accessible - especially for those with no prior knowledge of change management theory

? A comprehensive companion website



NEW for the 3rd Edition

? 2 colour design 

? 5 new chapters covering the latest developments 

? New thinking assignments 

? 12 new cases from a range of countries including Denmark, The Netherlands, India, China, USA, Germany and from a range of sectors (NGOs, not-for-profit, large and small companies, multi-national organisations, public and private sector)

? New chapter on sustainability addresses how to make change 'stick' and how to 'spread' good practice through the organisation

? Increased depth

? Improved signposting and cross-referencing helps link the material together making it easier for students to see how everything fits together

The Theory and Practice of Change Management

The knowledge-based view of the firm is a recent extension of the Resource-Based View (RBV) of the firm and provides a strong theoretical underpinning for the organisation learning and intellectual capital researchers. Knowledge is considered to be a special strategic resource that does not depreciate in the way traditional economic productive factors do. The nature of most knowledge-based resources is mainly intangible and dynamic, allowing for idiosyncratic development through path dependency and causal ambiguity, which are the basis of the mechanism for economic rent creation in the Knowledge-Based View (KBV) of the firm. Future implications that emerge from these characteristics as they relate to learning organisations are presented at the end of the paper.

/pdf/the-knowledge-based-view-of-the-firm-and-its-theoretical-3elocg3ino.pdf

The knowledge-based view of the firm and its theoretical precursor

Increased understanding of knowledge transfer (KT) from universities to the wider regional knowledge ecosystem offers opportunities for increased regional innovation and commercialisation. The aim of this article is to improve the understanding of the KT phenomena in an open innovation context where multiple diverse quadruple helix stakeholders are interacting. An absorptive capacity-based conceptual framework is proposed, using a priori constructs which portrays the multidimensional process of KT between universities and its constituent stakeholders in pursuit of open innovation and commercialisation. Given the lack of overarching theory in the field, an exploratory, inductive theory building methodology was adopted using semi-structured interviews, document analysis and longitudinal observation data over a three-year period. The findings identify five factors, namely human centric factors, organisational factors, knowledge characteristics, power relationships and network characteristics, which mediate both the ability of stakeholders to engage in KT and the effectiveness of knowledge acquisition, assimilation, transformation and exploitation. This research has implications for policy makers and practitioners by identifying the need to implement interventions to overcome the barriers to KT effectiveness between regional quadruple helix stakeholders within an open innovation ecosystem.

/pdf/knowledge-transfer-in-university-quadruple-helix-ecosystems-174x8wqnku.pdf

Knowledge transfer in university quadruple helix ecosystems: an absorptive capacity perspective

This paper explores why and how HRM matters for knowledge transfer within multinational corporations. It is built upon the premise that there are certain HRM practices influencing extrinsic and intrinsic motivation of knowledge receivers. It is found that complementarity among HRM practices exists but does not always have a positive effect on knowledge transfer. Three hypotheses derived from these arguments are tested on data from 92 subsidiaries of Danish multinational corporations located in 11 countries.

/pdf/hrm-practices-affecting-extrinsic-and-intrinsic-motivation-56kr45f3fg.pdf

HRM Practices Affecting Extrinsic and Intrinsic Motivation of Knowledge Receivers and Their Effect on Intra-MNC Knowledge Transfer

A virtual Community of Practice (CoP) is a network of individuals who share a domain of interest about which they communicate online. Such communication results in the improvement of the knowledge of each participant in the community and contributes to the development of the knowledge within the domain.Virtual learning communities could have learning as their main goal or the e-learning could be generated as a side effect. Virtual communities of practice (CoPs) and virtual learning communities are becoming widespread within higher education institutions (HEIs) thanks to technological developments which enable increased communication, interactivity among participants and incorporation of collaborative pedagogical models, specifically through information communications technologies (ICTs) They afford the potential for the combination of synchronous and asynchronous communication, access to - and from - geographically isolated communities and international information sharing. Clearly there are benefits to be derived from sharing and learning within and out with HEIs. However, barriers exist in virtual CoPs and these are defined by the authors and illustrated with quotes from academic staff who have been involved in CoPs. Critical success factors (CSFs) for a virtual CoP are discussed. The authors recognise the enormous potential for the development of CoPs through e-mail discussion lists and discussion boards but have themselves experienced the difficulties inherent in initiating such a community. These are corroborated and illustrated with text from interviews with academic staff. Much of the literature on CoPs emanates from outside Europe, despite the fact that e-learning articles have a large diffusion around Europe. The authors suggest further exploration of this topic by identifying and studying CoPs and virtual learning communities across EU countries.

Communities of Practice and Virtual Learning Communities: Benefits, Barriers and Success Factors

Review(s) of: Sticky Knowledge: Barriers to Knowing in the Firm, by Gabriel Szulanski, INSEAD, Singapore (2003), Sage Strategy Series, Sage Publications (London, Thousand Oaks, New Delhi), ISBN 0761961429, 139 pp, 1899

Sticky Knowledge: Barriers to Knowing in the Firm [Book Review]

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Sticky Knowledge: Barriers to Knowing in the Firm [Book Review]