Individual Readiness For Change Research Articles

Change readiness in organizations: an affective cognitive process for convergent sensemaking

PurposeThis conceptual paper aims to present a new, integrated model for change readiness that focuses on affective sensemaking among intra-organizational members. Change processes are often hindered by lack of preparedness, which can be justified by organizational members' emotional resistance to change and divergent understandings of its meaning. Our paper proposes a normative model depicting the interactive process between middle-managers and employees until convergence of meaning is achieved and the organization is ready to change.Design/methodology/approachThe authors offer a conceptual process model that describes how employees prepare for organizational change. The model illustrates how emotionally laden narratives enable employees to make sense of organizational change communicated by middle managers.FindingsThe sensemaking process is initiated by the negative emotions employees often experience when organizational change is first presented. Then middle managers must transform the negative felt emotions into positive valence via the strategic use of narratives that contain an affective component. This is done to increase the likelihood that convergent sensemaking takes place. Until this stage, intra-organizational members holding different perspectives about the need to change, engage in discussions in which the conflicting views are supported by the instrumental and systematic use of emotional tools with different valence.Research limitations/implicationsFirst, we contribute to the change readiness literature by offering a detailed process for managers to influence individual readiness for change in their organizations. Our paper proposes a normative model depicting the interactive process between middle-managers and employees until convergence of meaning is achieved and the organization is ready to change. Future work needs to empirically test our model.Practical implicationsWe contribute to the sensemaking literature by integrating positive and negative valence into the process for understanding organizational change. Finally, we contribute to our practical understanding of convergent sensemaking processes through the strategic use of narratives in organizations.Social implicationsOur paper proposes a normative model depicting the interactive process between middle-managers and employees until convergence of meaning is achieved and the organization is ready to organizational and social change.Originality/valueOur main contributions are three-fold. First, we contribute to the change readiness literature by offering a detailed process for managers to influence individual readiness for change in their organizations. Secondly, we contribute to the sensemaking literature by integrating positive and negative valence into the process for understanding organizational change. Finally, we contribute to our understanding of convergent sensemaking processes through the strategic use of narratives.

Unlocking the sources of individual readiness for change: exploring the role of nationality

PurposeThis paper aims to examine primarily the readiness for change at an individual level. Additionally, this study examines the impact of internal change factors on individual readiness for change as well as their effect across nations.Design/methodology/approachThe research relies on a quantitative research approach. A survey was conducted among 241 managers across 33 countries. Covariance-based structural equation modeling (CB-SEM) approach and multigroup analyses have been applied for hypothesis testing.FindingsOur research contributes a novel perspective on individual readiness for change and unveils how employees' perceptions of context, process and intensity as internal change factors influence their readiness for change. The findings give support to the assertion that employees' attitudes toward change are altered by individual perceptions.Research limitations/implicationsOur research explores the moderating effect of nationality used through a grouped variable and finds significant impacts of clusters of nationalities. Thus, nationality may serve as a proxy for culture that might be examined in future research studies in a more deeply focused way to include beliefs, values and societal norms.Practical implicationsThe new understanding of the topic “individual readiness for change” opens up new research directions and enriches ongoing discussions about societal change and sustainable project management. This topic creates a link to situational leadership principles, considers cultural factors and, therefore, advocates for a people-centric approach to modern stakeholder management in order to achieve commitment toward change initiatives and consequent project success.Social implicationsConsidering that the path toward the successful implementation of any change project is highly contingent on personal dispositions to change, our research uncovers the potential impact of individual perceptions on employees' readiness for change.Originality/valueOur major contribution is to highlight the importance of considering individual perceptual drivers of readiness for change and to acknowledge the moderating effect of nationality as a contextual factor altering the relationship between perception of change and individual readiness for change.

Employee Readiness for GHRM and Its Individual Antecedents: Instrumental and Change-Based Approach

The aim of this paper is to identify and assess the formation of employees’ readiness to implement the green human resources management (GHRM) concept according to two research approaches: an instrumental and change-based approach, as well as to demonstrate the influence of selected individual antecedents on the formation of this readiness in business practice. The aim of the study was achieved through empirical research conducted using a survey method on a sample of 214 employees and managers from Poland. The results obtained indicate a high level of readiness of the respondents to implement the GHRM concept in their companies, regardless of the measurement method used. Moreover, it was shown that personal environmental norms, following the new environmental paradigm as well as organizational citizenship behaviors towards the environment (OCBE), significantly and positively shape the level of readiness for GHRM in the surveyed group. In contrast, there was no significant effect of individual readiness for change on employees’ readiness levels. This study makes an original and novel contribution to the literature by proposing different approaches to measuring employees’ GHRM readiness. The conclusions formulated address the implementation factors of the GHRM, enabling a more effective implementation of this concept into business practice.

EMPLOYEE PERFORMANCE IN THE NEXUS OF LEADERSHIP AGILITY, PERCEIVED ORGANIZATIONAL SUPPORT, ORGANIZATIONAL COMMITMENT AND READINESS FOR CHANGE

This research aims to explore the multifaceted impact of Industry 4.0 on employee performance through the involvement of leadership agility, perceived organizational support, organizational commitment, and readiness for change in PT Angkasa Pura I - Juanda, the company responsible for overseeing airports in Indonesia. This study employs random sampling with specific inclusion criteria to gather the respondent. The data was collected from 150 employees of PT Angkasa Pura I - Juanda and analyzed using Partial Least Square through SmartPLS. The results show that the leadership agility significantly and positively influences the employee performance, individual readiness for change, and organizational commitment. Further, the perceived organizational support significantly and positively influences the organizational commitment and employee performance. Additionally, both the individual readiness for change and organizational commitment significantly and positively influences the employee performance. These results provide several implications related to the importance of leadership agility, perceived organizational support, organizational commitment, and readiness for change in fostering employee performance.JEL: D23, M12, O15.

Impact of technology driven change on individuals’ readiness in higher education: grounded in micro-foundations

Purpose The intricate and unpredictable nature arising in higher education institutions (HEIs) implementing technology-driven change for e-learning environments demands a much closer examination of individuals’ interpretations and interactions as they undergo these changes. Through a micro-foundational lens, this study aims to examine the micro-level inhibitors and supporting factors of individual’s readiness for change by investigating technology-driven change in HEIs. Design/methodology/approach A two-phased research design using grounded theory methodology was used to collect and analyse data incorporated within a single-case study in an HEI. Data was collected using semi-structured interviews with 22 participants, followed by a focus group with eight participants centered on factors affecting their readiness for change during technology-driven change in e-learning environments. The data analysis followed an iterative constant comparative approach and its three-phased coding process: open, axial and selective coding. Findings This study revealed that staff with little awareness of the organisations expectations towards a technology-driven change or who are poorly communicated with can exhibit higher resistance and lower individual readiness for change. While macro-level factors of organisational structure can contribute to the success or failure of technology-driven change, the fundamental features related to individuals’ readiness for change are integral to understanding the micro-level causal behaviours underlying these macro-level phenomena. Originality/value The dominant model of change is often focused on drivers that are centered on examining macro-level constructs rather than individuals who are facing the change. This study presents theories on readiness for change and offers a micro-foundational view to bring new perspectives into the current literature on how individual-level micro-foundations enhance understanding of technological change in HEIs.

Antecedents of Individual Readiness for Change with the moderating effect of Behavioral Resistance to Change in the Software houses of Islamabad Pakistan

This study seeks to contribute to the existing body of knowledge on individual readiness for change, a topic that has garnered considerable attention from both academia and the broader public over the past few decades. This is because more and more individuals want to feel that their work has value, and because positive organizational change and positive psychology research are both expanding fields. In order for employees to actively adapt themselves in response to the fast-changing environment and produce more meaningful work, this study aims to understand the sources of meaningful work. The target audience consists of software engineers (programmers and developers) employed by Pakistan's Evacuee Trust in its software companies. There is little data on this industry and this level of employees, making it an appealing study target.

The Effect of Psychological Empowerment on Individual Readiness for Change with Perceived Organizational Support as A Moderator Factor: Case in Indonesian Employees of Banking Industry

In Indonesia the phenomenon of organizational change occurs a lot. Many industrial sectors affected by digitalization. One of them is the banking industry. These changes occur as a result of the industrial revolution 4.0 or often called the digital era 4.0. This study aims to determine the role of mediators of perceptions of organizational support on banking industry employees on the effect of psychological empowerment on individual readiness to change. The sample used in this study was 149 banking industry employees, particularly those who worked as tellers and customer service. The findings indicated a notable impact of psychological empowerment on the individual readiness to embrace change (R2 = 0.206; Sig. = 0.000). When Perceived Organizational Support is added to the moderator variable, R2 coefficient increases to 0.258; Sig.0.000, which means that Perceived Organizational Support can moderated the relationship between psychological empowerment and individual readiness for change in Indonesia’s banking industry employees. The implication of this study, companies providing feedback related to employee performance provides employee opportunities for career development.

THE EFFECT OF MANAGERS’ RISK-TAKING PROPENSITY ON MANAGERS’ READINESS FOR CHANGE. THE MEDIATING EFFECT OF PERSISTENCE IN THIS RELATIONSHIP: A RESEARCH IN THE ORGANIZED INDUSTRIAL ZONE

This study explores the effect of managers’ risk taking propensity on individual readiness for change and the mediating effect of persistence in this relationship. In the research, the survey method was preferred in order to discover the causal relationships. This study is cross-sectional and follows an explanatory research design using 323 managers in Turkiye. SPSS program was used in the analysis and the mediation relationship was examined with the Hayes process macro. It has been proven that persistence plays a mediating role in the effect of managers' risk-taking propensity on individual change readiness. According to the resource conservation theory, managers take an attitude to prevent resource loss. Addressing the risk-taking propensity and readiness for change in terms of managers can provide important results in terms of determining the effect of persistence. This research reveals this relationship from the perspective of Turkiye.

How does human relations climate and organizational support affect readiness to change? The mediating role of employee participation and leadership excellence

AbstractThe emerging competitiveness in the external environment and persistent need for adaptation have led organizations to recognize the essence of successful readiness to change. While individual and organizational outcomes of readiness to change have been discussed in the existing literature, a lack of clarity exists regarding how individuals embrace readiness for change. Using the social exchange theory, this empirical research examines the impact of perceived organizational support and human relations climate on individual readiness for change. The research also incorporates the intervening role of employee participation and leadership excellence for understanding the indirect effects. Hypotheses regarding the relationship between the key variables were tested through a structural equation model on a sample consisting of 284 respondents from managerial‐level employees in organizations from Pakistan. The findings suggested a positive impact of human relations climate on readiness to change. In addition to the direct effects, indirect effects via employee participation and leadership excellence were found to be significant on readiness to change. Based on the findings, theoretical and practical implications of the study along with suggestions for improvement are also elaborated.

Organisational and individual readiness for change to respectful maternity care practice and associated factors in Ibadan, Nigeria: a cross-sectional survey

ObjectivesThis study assessed health providers’ organisational and individual readiness for change to respectful maternity care (RMC) practice and their associated factors in Ibadan Metropolis, Nigeria.DesignA cross-sectional survey using standardised structured...

Perceived benefits of training, individual readiness for change, and affective organizational commitment among employees of national jordanian banks

This study aimed to examine how employees’ perceived benefits of training impact their level of affective organizational commitment through investigating the mediating role of individual readiness for change in National Jordanian banks. The study sample included 451 employees from 16 banks in Jordan. Stratified random sampling was used for the selection of the study participants, and data were collected using a self-administered written questionnaire. Partial least squares structural equation modelling was conducted to analyze the collected data and test the study hypotheses, which were developed according to the social exchange theory and psychological contract theory. The analysis provided strong evidence for the contentions of the social exchange theory, whereby employees’ affective commitment to their banks was found to be positively influenced by their perceptions of the job-, career, and personal-related benefits of training. Moreover, individual readiness for change was shown to be positively influenced by employees’ perceived benefits of training, and employees’ affective organizational commitment was positively influenced by their readiness for change. Finally, individual readiness for change was found to act as a mediating variable between employees’ perceived benefits of training and their level of affective commitment to their banks. The current study provides bank management teams with a comprehensive understanding of employees’ affective organizational commitment as a potential outcome of training and provides evidence for the relationship between the two variables.

Managing individual readiness for change

Organizations today are in a dynamic state and in need to constantly change. This study aims to determine the mediating role of mindfulness in the relationship between perceived organizational support and individual readiness for change. This research was conducted by distributing questionnaires to 175 employees who work in service companies determined by the purposive sampling technique. The existing data is then processed using Structural Equation Modeling with AMOS 3.0 software. The results show that perceived organizational support has a positive effect on individual readiness for change, and mindfulness mediates the direct effect of perceived organizational support on individual readiness for change. Implications and suggestions for future research are also given.

Linking Perceived Supervisory Support and Self-Efficacy for Change to Individual Readiness for Change

Dynamic business environment often forces many organizations to make change immediately, especially in the current coronavirus disease 2019 (COVID-19) pandemic outbreak. In turn, organizations need to make sure that their members accept and support change. The purpose of this research is to examine the role of supervisory support by using social exchange theory and self-efficacy for change by using social learning theory in predicting the multidimensional of individual readiness for change (i.e., cognition, affection, and intention). Also, this research sought to examine the mediation role of self-efficacy for change in the relationship between supervisory support and individual readiness for change. A total of 96 employees from Islamic Rural Bank in East Java, Indonesia has participated in this research. Partial least square structural equation modelling (PLS-SEM) is employed for analysing research hypotheses and revealed that the higher perceived supervisory support and self-efficacy for change, the higher cognitive, affective, and intentional readiness for change. Finally, this paper recommends several implications that worth considering, both theoretically and practically.

Acts of magic: Prototyping in innovative learning environments

Over recent years, innovative learning environments (ILEs) have become the default style of new-build educational architecture in New Zealand. While offering potential benefits, the implementation of ILEs represents a departure from established practice in most schools and therefore requires significant change leadership support in order to succeed. Prototyping ILE practices can help schools transition into new physical spaces by decreasing status quo bias while increasing individual and organisational readiness for change.

Individual Readiness for Change; the Dyadic of Transformational Leadership and Ambidextrous Behaviors

Purpose – This paper investigates the influence of transformational and ambidextrous behaviors on individual readiness for change within the context of work related changes induced by quality assurance and accreditation attempts in Egyptian Universities. Methodology – A self-reported survey was distributed to faculty members in four Egyptian Universities (two private and two public), 500 surveys were distributed and 435 were collected. Data was analyzed using SPSS/AMOS statistical software. Findings – Results showed that transformational leadership had a positive effect on individual readiness for change moderated by ambidextrous behaviors. The empirical investigation revealed varying impacts of multiple research constituents. Research implications – Despite the documented importance of individual readiness for change in the management literature, scare research was found regarding the role of effective leadership styles in the context of universities nevertheless in Egypt. This study serves as a strong foundation for future research in this area, which is at its nascence and upcoming in the researchers’ community. Practical implications – Leaders need to set clear agenda and effectively communicate the appropriateness and benefits of change to their subordinates for developing positive behaviors towards desirable organizational outcomes. Originality – This paper attempts to determinate both transformational and ambidextrous leaders' behaviors influencing subordinates readiness to embark on work changes related to quality assurance and accreditation in Egyptian universities.

A Dialogical Approach to Readiness for Change towards Sustainability in Higher Education Institutions: The Case of the SDGs Seminars at the Universidad Politécnica de Madrid

The transformation for sustainability requires a paradigm shift towards systems thinking and interdisciplinary collaboration, which entails, above all, a process of cultural change affecting individual mindsets, organizations and society as a whole. Sustainability in higher education institutions (HEIs) has been a recurrent research field in the past decades. However, little attention has been paid to the processes of internal and cultural change and, in particular, to the first steps to prepare academic communities for change. Understanding “readiness for change” as a core organizational competency to overcome continuous environmental changes and considering the diluted hierarchy at HEIs, this article proposes the adoption of dialogical and developmental approaches in a single action case, the SDGs Seminars at the Universidad Politécnica de Madrid. This methodology was used to diagnose organizational and individual readiness for change considering cognitive, affective and behavioural components, and to identify consequences in organizational structures and culture. Our findings reveal that reframing dialogical spaces in HEIs to experience a collaborative and sustainability culture can unlock change, breaking down organizational silos, reducing resistances and engaging academic communities in the cocreation of institutional strategies. Furthermore, the case suggests that acting at the group level has impacts both on the individual and institutional levels.

Assessing individual readiness for change in healthcare: a review of measurement scales

PurposeUnderstanding how individuals respond and adapt to change is essential to assist leaders to manage transformational change effectively. Contemporary health care environments are characterised by frequent and rapid change, often with unrealistic and challenging timeframes. Researchers have employed a range of assessment scales to assess individual readiness for change. Hence, to select the appropriate scale, it is critical to compare the properties of these instruments. A scoping review will be conducted to identify scales that measure an individual's response to change in the healthcare environment.Design/methodology/approachIn this article the authors used the PIC (Population or Problem, Interest, and Context) design and undertook a comprehensive literature search conducted in Eric, MEDLINE, EmCare, CINAHL, PsychINFO and PubMed. Management databases were also searched including Business Source Premium (Ebesco) and Business Collection (InfoRMIT). Reference lists were scrutinized, and citation searches were performed of the included studies. The primary outcome was the quality of the literature searches and the secondary outcome was time spent on the literature search when the PIC model was used as a search strategy tool, compared to the use of another conceptualizing tool or unguided searching.FindingsThis scoping review identified eight scales used to measure an individual's response to change. This scoping review did not identify any individual change readiness scales specifically designed for use in the healthcare environment. However, two scales (the Acceptance of Change Scale and the Resistance to Change Scale) had applicability across a wide variety of organisational settings.Research limitations/implicationsScoping reviews do not set out to comprehensively source all relevant literature but rather to ascertain the nature and extent of the published literature in the field. Therefore, it is possible that a systematic review might uncover additional relevant papers.Practical implicationsThis scoping review will assist change leaders to gain a better understanding of the different scales used to measure individual response to change.Originality/valueTo manage change effectively, change leaders first need to develop an understanding of how individuals respond and adapt to change. Change leaders require the necessary scales to assist them to understand change processes, providing an understanding of where individuals are placed on the change continuum. To the best of the authors' knowledge, this scoping review is the first of its kind to identify and review scales to measure individual response to change.

An International Comparison of Enablers of Individual Readiness for Change: The Case of Executives Working in France, GCC and India

The purpose of this paper is to examine the components that foster individual readiness for organizational change. To address this question, we conducted an international comparison of the perception of managers at different levels of organizational hierarchy. This research employed a quantitative survey research design administrated to two hundred and fifty-six employees, in different hierarchical levels in organizations, from France, GCC (Arab states of the Gulf Cooperation Council) and India enrolled in several executive training programs. Our research supports the idea the perception of the change process unlike the context of change is a significant determinant of employees’ readiness for change. The study controls for key individual antecedents of change readiness. Accordingly, we have shown that readiness for change may vary according to nationality and hierarchical position of an individual. We conclude that successful implementation of change cannot be reached without a need for change being established, which can be triggered and nurtured through the appropriate change management processes.

Sustainable development through commitment to organizational change: the implications of organizational culture and individual readiness for change

PurposeFuture organizations must focus on their ability to change to be sustainable, and this calls more attention to sustainability as an organizational issue. However, change initiatives often fail because of a lack of employee commitment. The purpose of this study is to examine how organizational culture and individual readiness for change (IRFC) relate to types of commitment to change.Design/methodology/approachSurvey data from a sample of 259 employees in a Norwegian public organization undergoing major strategic changes were used to test the hypothesized relations.FindingsThe results show that flexible and stable organizational cultures did not relate differently to types of change commitment. This may indicate that the strength, rather than the type, of organizational culture is vital for change commitment. Nevertheless, a flexible organizational culture had a clearer relation to positive change commitment; in part through its positive relation with both change self-efficacy and negative personal valence. These are important dimensions of IRFC.Originality/valueThe study contributes to a nuanced understanding of the role of contextual and individual factors in explaining various types of commitment to organizational change, in particular, by examining the distinction between flexible and stable organizational culture, as well as separate dimensions of IRFC. A flexible culture together with both of the included dimensions of IRFC is shown to be of importance in fostering affective commitment to change – the gold standard of change commitment. Recognizing sustainability as an organizational issue underscores the need for creating a culture conducive to change.

Creating individual and organizational readiness for change: conceptualization of system readiness for change in school education

ABSTRACT Readiness for change is a multi-dimensional, multi-level, multifaceted construct. Readiness is arguably one of the most important factors involved in individuals’ initial support for change initiatives. Organizational readiness for change is a critical precursor to successful change implementation. There is voluminous literature on organizational change and readiness for change. However, limited published research work has explicitly conceptualized or empirically measured readiness for change in school education from a systems perspective that investigates the interaction of both individual readiness and organizational readiness for change. This article critically reviews the literature on the organizational change process and readiness for change. Informed by documented evidence of existing literature and our previous research on the School Actualization Program in Taiwan, it proposes a conceptual framework of system readiness for change in school education. It seeks to fill the gap identified in the literature and provide insights into the dynamic interaction and readiness for change process, and therefore offer possibilities of debates and further empirical studies in school settings. It concludes with the discussion of implications of the framework in school and system improvement from a cross-national perspective.