Fast change – how to avoid getting in the way of your own success

Abstract

PurposeThis paper seeks to explore the links between well‐established learning theory and organisation change. It aims to encourage organisation leaders to develop a learning strategy for change implementation.Design/methodology/approachThe paper tests out the proposition that the four‐box model based on learning steps is relevant not only to an individual's learning, but also to larger change situations. It tests out an idea proposed by Charles Handy that change is a synonym for learning.FindingsPersonal experience and observation suggest that change managers can operate at a strategic level one step removed from change. While this feels more comfortable it has some significant disadvantages when facilitating change. In comparison a learning focus gives the change leader useful insights into leading change. The paper finds strong links and echoes of the stages in the learning steps (unconscious incompetence – conscious incompetence – conscious competence – unconscious competence)Practical implicationsChange leaders will benefit from thinking through and developing a learning strategy to go alongside the change strategy with communication strategy and the physical changes that they are planning. Otherwise they may put too much emphasis on diagnosing and coping with resistance. This is a problem in traditional change methodology.Originality/valueThe paper makes a useful link between learning theory and change theory. It is written to be helpful to any manager who is responsible for a larger change and (ideally) who has not yet started on the change process, but wants to prepare themselves realistically for the task ahead.