Analyzing organizational changes, the areas of theoretical knowledge are mainly linked to the sectors influenced by the changes, the methods of change and the influential factors. Generally, the main dependent variable in studies devoted to organizational changes is the effectiveness of the organization, which can be represented through certain financial indicators. On the other hand, the change is not limited by the economic factor, where change theories E and O, identified by Michael Beer and Nitin Nohria, in addition to the economic value, point to organizational capability as an influential basis for the initiatives (Beer and Nohria 135). Additional targets for the organizational change can be seen through the organizational behavior, where it is argued that the accurate portrayal of behavior change is related to the reverse causal flow (Konczak 945).
Analyzing the factors influencing the change pattern and the outcomes, in Zurich (2008), the author outlined the product lifecycle as well as its relation to the organizational structure, as determinant factors to the process of change. The parallel can be seen through the relation of the life cycles of the product, as an attribute determining the structure of the organization, on the capital intensity and accordingly on the difficulty of the change process (Zurewich 263). Taking that in consideration, it can be seen that such factors contradict the notion that organizational change is the “pattern of reaction by which organizations can adapt to their environment (adaptive change)” (Deeg 192). Additionally, it can be stated that, the theories of organizational change imply the adaptation to the new realities of the economy in which, the lifetime of the organizations decreases, the success is limited to a short period of time, and the economical potential of the organization declines (Deeg 195).
The factor of education in organizational changes can be seen through its impact on the way this change can be handled. The influence can be seen through the indication of the literature of the management as one of the obstacles to the change process. Accordingly, a focus on educating the managerial staff of a company can be seen as a successful method of overcoming such obstacles during the period of change (Davidson and Marco 18). Such factors can be extended to the area of coaching as a new area of management, where the organization can use coaching, specifically in cases of making transitions, behavioral changes, and the development of leadership skills (Axmith 1). The executive and the managerial role in that regard, cannot be overrated, where the success of the of CEO can influence his/her lifecycle, which similarly to the product life cycle influence the change process, and included in the contribution of the new strategy approaches to planning, covered by Harigopal, Coghlan and Rashford (Frahm 950).
The context of international organizations implies a distinct approach toward the change, where international organizations can be viewed as active agents of their own change, in which the strategic goals can be seen in furthering their mandate, protecting the autonomy and minimizing organizational insecurity. Accordingly, the different degrees of incongruity of the internal organizational culture and the external environment enforce the responses to change and the process of adaptation (Laurence 9). Multiculturalism in the organization, in that matter, has a greater impact on the organization than a ‘monoculturalism’, where the change process can be seen emphasizing the learning process and the constant adaptation, though continual questioning of organizational frames (Trefry 570).
Taking the perspective of such consideration it can be assumed that the coverage of all the factors influencing the change process and included through the theoretical framework dedicated to such a topic can prevent the focus on a particular practical implication of the study. In that regard, the education of the managerial staff and the organizational culture is consistent with the new globalization approach and multiculturalism in the organizations. Thus, the area of investigation can take the approach of measuring the learning process during the period of organizational change and its effect on the organizational culture.
Works Cited
Axmith, Murray. “Executive Coaching: A Catalyst for Personal Growth and Corporate Change.” Ivey Business Journal Online (2004): 1. Print.
Beer, Michael, and Nitin Nohria. “Cracking the Code of Change.” Harvard Business Review 78 3 (2000): 133-41. Print.
Davidson, Michael C. G., and Lyndall de Marco. “Corporate Change: Education as a Catalyst.” International Journal of Contemporary Hospitality Management 11 1: 16-23. Print.
Deeg, J. rgen. “Organizational Discontinuity: Integrating Evolutionary and Revolutionary Change Theories**.” Management Revue 20 2: 190-208. Print.
Frahm, Jennifer. “Organizational Change: Approaching the Frontier, Some Faster Than Others.” Organization 14 6 (2007): 945-52. Print.
Konczak, Lee J. “Organization Change: Theory and Practice. (2nd Edition).” Personnel Psychology 61 4 (2008): 942-46. Print.
Laurence, R. H. “Theories of Change in International Organizations”. 2006. Duke University. 2009. Web.
Trefry, Mary G. “A Double-Edged Sword: Organizational Culture in Multicultural Organizations.” International Journal of Management 23 3 (2006): 563-75. Print.
Zurewich, John Alan. “A General Theory of Change.” Humanomics 24 4: 263-73. Print.