IS7129: Transition and Change Management

Shelley Marie Hanvey

Re-imagining and re-defining the Warrington Campus of the University of Chester; using

Transformational Leadership techniques to build cross-Department and cross-Faculty

interdisciplinarity within the areas of Public Service and Creative industries.

The Warrington Campus is a satellite campus of the University of Chester. The site was

acquired in 2003, having previously been owned by or affiliated with several local further

and higher education establishments. In early 2009, the Vice-Chancellor commissioned a

research project with the objective of ‘reviewing the effectiveness of the current marketing

strategy for the Warrington campus, and proposing improvements.’ The project was

undertaken by the former Managing Director of Guardian Series Newspapers, Eleanor

Underhill; coincidentally, my former line manager. Underhill was given a brief which

stated that ‘…the University’s senior management team believes it is still not achieving its

full potential in two specific areas: identity and awareness within catchment area and

student numbers. It had been Underhill’s findings and subsequent report, coupled with

regular changes of new senior management presence at the campus that had led to

Professor Peter Harrop being appointed as Pro-Vice-Chancellor and Provost in 2009.

Using the congruency model of Nadler and Tushman (Cameron & Green, 2009) and

Dyer’s cycle of cultural evolution (Brown, 1998); I plan to document and critically analyse

the period of transition and change which occurred at the Warrington Campus, sequent to

Harrop’s appointment. I will also compare and contrast Harrop’s approach to the

organisational culture and change theories of Schein (1992), Bridges (2002), Bass (1994)

and Senge (1999). Underhill met with both internal and external colleagues in the local

region and her report brought to light – and to the Vice-Chancellor’s consciousness –

several examples of ineffective ways of working and causes for concern. In Dyer’s cycle

of cultural evolution, this would be the ‘triggering event’ which senior leadership at the

University viewed as a crisis or instigator for change. Harrop had an already established

academic and research career at the University, having occupied the roles of Head of

Drama and later, Dean of the Faculty of Arts and Media. The first of these roles had been

based at the main Chester Campus of the University, whilst the second had been part of

a large-scale faculty restructure, resulting in the acquisition and refurbishment of a

dilapidated high school building in a neighbouring district of Chester. This building would 1

become the Kingsway Campus; home to the new Faculty of Arts and Media, under

Harrop’s leadership. Harrop’s previous roles provided him with a host of relevant

experience, skills and knowledge in managing and leading geographically dispersed

colleagues, particularly after a period of significant organisational and structural change.

At his interview, Harrop communicated a vision which detailed his intention to re-imagine

and re-define the academic focus of the Warrington Campus. This vision sought to

enhance staff and student engagement with more focused learning and teaching. Harrop

stated that he wished to create and foster a culture of interdisciplinarity within the two

areas of Public Service and Creative industries, through enhanced learning and teaching,

employer engagement, knowledge exchange and research. Team building for change,

encouraging disciplinary openness and externality, exchange and experiment, would be

at the core of Harrop’s focus.

Harrop succeeded Dr Chris Haslam to the role of Provost; another member of the

University’s senior management team with a particular responsibility for External Affairs

and Corporate Development. Haslam’s tenure at the Warrington Campus had lasted two

years, during which I had been employed as his Executive Secretary. Haslam’s

contracted role at Warrington had been fixed-term and renewable on an annual basis.

Throughout the duration of his tenure, Haslam’s responsibilities at main campus had

increased, which meant that he was increasingly pulled back to Chester and was not able

to dedicate as much of his working week to Warrington as he might have liked. It is my

belief that these combined factors had led to Haslam and senior management more

generally, being perceived as inaccessible or out of touch with what was happening on

the ground at Warrington. Such perceptions only worked to exacerbate an organisational

culture of departments operating in closed pockets of the campus and minimal inter-

departmental engagement. Schein (1992) speaks about organisational culture not only

fulfilling the function of providing stability, meaning, and predictability in the present but

also being the result of functionally effective decisions in the group’s past. Several years

of contractual temporary management at the campus had led to a number of anxieties on

behalf of staff and failed to address inconsistencies in campus structures and policies,

which had in turn helped to reinforce a number of subcultural phenomena. These

included a blend of the main campus’s culture with that of an inherited Warrington culture,

alongside ineffective inter and intra-departmental communication models. Schein (ibid)

categorises such phenomena as being indicative of the geographically mature or ‘midlife’

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stage of organisational development, however, in the case of the Warrington Campus,

this stage had been realised in less than five years. It would be my view that this rapid

growth did not follow any significant strategic or technological advancement on the

University’s behalf; rather being an inevitable consequence of inconsistent leader

behaviour when embedding and transmitting culture in the founding and early growth

stages. Haslam and his predecessors had not been allocated the appropriate level of

resources or autonomy with which to move from managers to leaders of the Warrington

Campus. I would argue that the human resource management decision to allocate fixed

term and effectively part-time Provost roles at Warrington had been functionally

ineffective, and had contributed to the deeply embedded assumptions of distrust and

cynicism which Harrop had been presented with upon his appointment. Haslam and

predecessors had not been allocated adequate time in which to embed any primary

mechanisms and for these to come to fruition; instead being shifted towards a

management by exception-passive style of transactional leadership, which inevitably

resulted in an annual return to the homeostasis. In referring to the fundamental

interconnection between leadership and culture, Schein (1992) states that “after cultures

are formed, they influence what kind of leadership is possible”. It would require a much

lengthier research and analysis exercise to predict, but it could be argued that Haslam

and predecessors had been presented with such an organisational culture, which had in

turn dictated their management and leadership approach and subsequently sealed their

contractual fate. All of these points adding further weight to Schein’s assertion that

leadership and culture are inextricably linked.

Upon his appointment, Harrop began arranging meetings with key stakeholders of the

campus. These included both internal and external colleagues and clients. The purpose

of these meetings had been to accurately diagnose the status quo and to communicate

his vision for the campus. Using Nadler and Tushman's (ibid) congruence model as a

diagnostic tool, I am able to demonstrate the crippling effects of ineffective and

unsubstantial inputs in a political system. The congruence model views the organisation

as a system, containing inputs from both internal and external sources. Four sub-systems

(work, people, formal organisation and informal organisation) exist within the main system

and each sub-system is dependent on the other three in order to work effectively and

achieve congruency. Following meetings with the University Bursar and individual

Faculty Deans, Harrop discovered University-wide inconsistencies with regards to the

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reporting of statistical and financial information relating to the Warrington Campus. The

campus had no defined or clear strategy separate to the main campus and had been a

historical afterthought during business planning meetings. Human resource levels had

been consistent and the campus possessed a loyal and highly experienced workforce. It

had become clear however, that in certain faculties which had been managed across

both Chester and Warrington; staff were increasingly being pulled back to main campus

due to ineffective timetabling, which Harrop deemed to be neither in the staff member's

nor students' best interests. Harrop found there to be a general assumption across the

campus that Warrington was not a primary concern of the University, particularly that of

its senior management team; staff saw different provosts come and go, without making

any real, envisioned impact. Harrop had been immediately alerted to the lack of

externality as a primary focus of the campus. Harrop scanned the local external

environment and met with key stakeholders from the town council, local rugby club and

other business leaders. It quickly became a universal truth that a lack of identity and

basic awareness of the University's presence in the town, had existed for several years. A

Marketing, Recruitment and Admissions department had been based at the campus for

several years, yet had been historically managed from main campus and therefore

engaged very little with the external environment apart from sporadic mailshots and

regional media advertisement campaigns. Senior colleagues from the campus had no

presence at town council meetings, chamber of commerce networking events or local

business events, resulting in a complete lack of dialogue and awareness on behalf of the

two parties of each other’s activities and objectives.

Harrop is an advocate of 'management by walking around' or individualized

consideration; preferring to observe colleagues in their natural environment, whilst

learning about their behaviours, attitudes and values. In doing so, Harrop set about

diagnosing where or how the internal components of the system had fallen down. The

formal organisation and the campus’s structure, systems and policies had been modelled

on those of the main campus; a much larger site, existing within a very different external

environment. There had been a historic feeling on the part of staff at the campus, that

such structures and systems had not been suitable for Warrington and as such, the social

environment had become progressively insular, departments had become disparate and

the culture had become closed. The human resource or ‘people’ had become increasingly

localised, defensive and secretive as to their activities and timetables in particular. Senge

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(2002) speaks about a climate of distrust which managers such as Harrop will be

operating against and stresses that there will be a thick layer of cynicism to fight through.

Such an image couldn't be more fitting to the Warrington Campus upon Harrop's

appointment; staff had grown to be disillusioned with what Senge (ibid) refers to as

"superficial management fads", therefore causing a trust gap to appear and grow ever

wider with each passing year and new senior management figure. Such a culture fostered

ineffective communication between faculties and departments and staff demonstrated an

overt unwillingness or lack of motivation to progress, to build interdisciplinarity in to their

working relationships or to exchange and share best practice. Harrop was presented with

a potently cynical social environment, demonstrating a clear wish to preserve the

homeostasis, as staff had clearly grown to feel a certain level of comfort and security from

such an environment. Having grown accustomed to a management by exception-passive

style of leadership, which had often been delivered at a significant geographical distance,

staff were used to completing their daily tasks with minimal supervision in an atmosphere

of suppressed progression. The visible signs of such a purely transactional culture

included scholastic stagnation, overly bureaucratic approaches and responses and a staff

body consisting of what Schein (1992) refers to as, “conservatives” and “liberals”. The

conservatives wished to preserve the status quo, presumably did not see any perceived

benefit of doing things differently or of challenging the founding culture or perhaps had

simply been psychologically secure in the current situation. The liberals had their own

agenda for striving to change the founding culture; in some cases it could be argued that

this had been due to a desire for personal advancement in the institution, but a less

cynical viewpoint would be that they had an inherent wish to see the campus: its staff and

outputs, progress and prosper. These combined factors were congruent in their

ineffectiveness and had all contributed to the poisoning of the interacting sub-systems,

therefore producing a negative output.

Harrop identified that cognitive restructuring would be required on a campus-wide scale,

in order to transform each negative component of the interacting sub-systems in to critical

and augmented driving forces for change. Kotter (Cameron & Green, 2009) refers to this

process as 'establishing a sense of urgency' or a 'felt need' for change. Harrop's

approach was not to view his role as temporary; rather to initiate a process of planned

change which had been based on long term goals and the future sustainability of the

campus. Whether Harrop was around to see those goals come to fruition, was less of a

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pressing concern. In this regard, Harrop's approach to transforming the campus better

reflected the ‘Cycle of change’ outlined by the Cameron Change Consultancy Ltd

(Cameron & Green, 2009), in that his primary concern had been to effectively put in place

the building blocks to effect real change and to instill the mechanisms and structures

required for that change to be consolidated, institutionalized and sustainable for future

staff, students and the external environment. Like the ‘Cycle of change’, Harrop’s vision

had been three-dimensional, rather than following a linear progression; he recognised

that management attention would be required throughout all stages of the process, yet

didn’t allow his own contractual uncertainties to detract from putting his plans in to action.

Should Harrop’s role not have been renewed on a longer-term basis, one could argue

that the vision and progress already made might have lost pace and support under

alternative leadership. In this regard, Harrop did take a number of risks in his approach to

transition and change at Warrington; risks which could have left staff and students with a

much deeper sense of insecurity and identity confusion than had previously been the

case. In his studies of field theory and learning, Lewin (1951) highlights that the cognitive

structure is deeply influenced by the needs of the individual, "his valences, values and

hopes". Harrop was required to escalate the disconfirming information which he had

uncovered as a result of his stakeholder meetings, creating discomfort and a state of

disequilibrium in the psychological force field of individual staff members, with the hopeful

outcome of this leading to locomotion of the individual in the direction of his new vision for

the campus.

Harrop wasn't emotionally embedded in the original culture of the campus, having worked

at a distance from Warrington and I believe that this placed him at a psychological

advantage in the minds of staff members, because he was viewed as neutral, yet a 'safe'

enough option that would be better or more comfortably placed to assess the current

situation and future direction required, than a newcomer or potential threat to the

institution. Schein (1992) would describe Harrop as being the right kind of hybrid; “…

being seen as acceptable “because he is one of us” and therefore also a conserver of the

old culture”. Regardless of the perceived 'safety' associated with a new leader, any period

of transition must begin with an ending and that ending must be acknowledged by those

people involved. Endings are painful and losses will be subjective. Bridges (2002)

advises change leaders to accept the reality of those losses, to not be surprised at

overreactions and to "expect and accept the signs of grieving". Harrop was required to

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perform all of these functions in one of his first actions as Provost. Harrop said that he

had felt there to be a willingness on the part of staff to accept that things were not perfect

at the campus and that some form of change had been required for some time. When

probed or asked for suggestions on what form that change should take, staff had been

unclear and lacking focus. At the same time, a University strategy evolved which involved

several redundancies in the Media department at Warrington. I would assume that this

decision had been based on a number of factors including resource allocation,

timetabling matters, team functioning and key skills audits. These combined factors

represented the old and ineffective ways of working and Harrop made a difficult, yet

critical decision to unfreeze the current situation, to mark those endings and to treat them

with respect, whilst giving a clear and visible message that resisting forces to the planned

change would be decreased and the neutral zone was where the campus was headed.

This would have been difficult because Harrop knew that the losses of these long-serving

staff members would be keenly felt by colleagues across the campus and could, certainly

in the short term, have a negative impact on productivity and staff morale. These losses

had indeed been viewed subjectively: by fellow staff members in the Media department

grieving the loss of their colleagues and friends, by staff members in other departments

who had been anxious about the security of their own positions and by seemingly

unaffected staff members who had been mourning the loss of ‘the way things have

always been’. These were examples of the conflict between the proponents of the old and

new leadership; as highlighted in stage four of Dyer’s (Brown, 1998) cycle of cultural

evolution. Harrop noted that departmental productivity had not been affected after the

redundancy action had been taken. In communicating this confirming information, Harrop

was able to reinforce the purpose and necessity of this action and its resulting positive

effects on departmental statistics. In a similar move, Harrop identified that several

programmes in the department of Computer Science were being replicated across

multiple sites, leading to delivery inefficiencies. The subsequent closure of these

programmes resulted in further restructuring. Such action had not been popular with staff

or particularly well received across the board, but in communicating fairly and effectively

with colleagues and displaying high standards of ethical and moral conduct, Harrop

slowly began to exert an idealized influence (Bass & Avolio, 1994) over staff at the

campus. The potential crisis which might have unfolded after closing these programmes

had not come to pass and had therefore been resolved. Harrop was given credit for this

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relatively seamless resolution and began to see his values and assumptions being

viewed as the new cultural elite (Dyer in Brown, 1998).

Another initiative which Harrop put into place was a bid to take part in the Higher

Education Academy (HEA)'s Change Academy in September 2010. The Change

Academy would consist of six universities attending a residential event at Weetwood Hall

in Leeds, on the 7th September 2010 for four days. Each university would put together a

team, with representatives focusing on a particular area of the university's business. The

vision of the Change Academy Team (Harrop, 2010) at Warrington had been to "...pursue

ways to bring ownership and responsibility for the University of Chester's work at

Warrington...to shape and share a distinct brand and collaborative fellowship that says,

this is Warrington, this is what we do for our students, our community and our university."

In working as a multifunctional team under Harrop's transformational leadership, senior

colleagues from each faculty on campus agreed that there was a need to offer discrete

academic provision at Warrington, in order to avoid internal competition. The team found

that work was being replicated in some areas on campus and at main campus. The team

worked together and in consultation with staff at Warrington, to restructure academic

programmes in the faculties of Business and Media in order to produce 'honeypot

modules.' This approach would allow students to structure their programmes from a wide-

ranging and complementary suite of inter-departmental modules, as well as increasing

ownership and collaboration at staff level. The Change Academy was in effect a

systematic organizational development project, which aimed to increase the pace of

culture change in the specific area of interdisciplinarity and was essentially taking

advantage of the already clearly defined subcultures of Public Service and the Creative

Industries. Whilst the selection of colleagues to form the Change Academy Team had

understandably been based on seniority, I think that it might have proved valuable to

have selected colleagues from a wider cross-section of the campus. Including staff from

both academic and support departments and from different levels of seniority, would have

provided feedback from a more representative sample of the campus population and

would certainly have engendered goodwill and a stronger sense of inclusion. I had been

given the impression that some staff members had felt excluded by this initiative, which

had certainly not been Harrop’s intention.

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Alongside and bolstered by the Change Academy initiative; Harrop consistently paid

attention to and as a consequence, reinforced, his preoccupation with improving the

University and campus's visibility and presence in the town of Warrington. Professor

Harrop began attending regular employment, learning and skills group meetings, local

council steering groups and chamber of commerce networking events. Harrop wished to

become the visible face of the campus and to use such opportunities as important public

relations and marketing vehicles. This visibility and the use of personal interactions were

also carried through to the internal social environment. Through contacts at the local

rugby club; the Warrington Wolves, and the town council, Harrop steadily began to bridge

the gap between the external business environment's knowledge of the campus and the

actual collaborative opportunities on offer. Harrop was able to take advantage of the

ambition and motivation on offer in the form of certain "liberals" on campus, in delegating

activities which helped to improve externality. Such activities included a student-produced

Wire 2 Wolves DVD, which would be uploaded on to the official Warrington Wolves

heritage website. The DVD was part of a series of initiatives which had been set up to

celebrate the club’s community memories which would be archived for future generations.

The goodwill and positive word of mouth referrals which the DVD had generated, led to

Harrop and colleagues being asked to occupy senior positions on the 2013 Rugby

League World Cup steering group. The DVD was later used as a focal marketing tool in a

successful bid for Warrington to become a host town during the tournament. In

systematically referring to and focusing on the employability agenda; Harrop inspired a

colleague in the department of Careers and Employability to organise an interdisciplinary

event entitled 'Inside the Creative Industries'. The event had been conceived by students

and consisted of a series of talks and workshops which would be led by industry

professionals in the areas of TV Production, Radio, Media and Advertising. The event

gave staff and students the opportunity to network with key figures from local business,

alongside raising the profile of the University and the campus in the community. Harrop's

approachability and open door policy encouraged staff to feel more confident, supported

and able to suggest new ideas and initiatives; in turn they were more willing to commit

time and effort and to take risks. These combined positive effects helped to increase

motivation and slowly started to shift the culture from one of compliance to "infectious

commitment" (Shapiro, A in (Senge, 1999). The success of such activities and resulting

confirming data from important sources and external stakeholders, helped to intellectually

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stimulate and inspirationally motivate staff and to create an atmosphere of creativity and

optimism.

In a recent study of a representative sample of NHS Trusts and local government

organizations in England and Wales, Alimo-Metcalfe and Alban-Metcalfe (2005)

uncovered six emergent factors which respondents had described as being present in

those who possessed leadership characteristics. 'Valuing individuals' had emerged as the

most important aspect of transformational leadership in the UK sample, and this

approach was likened to Bass's (1994) notion of 'Individualized Consideration'. Similarly,

Kuhnert and Lewis's developmental framework (1987) refers to the self-defining leader as

being at the most mature stage of development and possessing of such soft skills. I

would agree with this definition, but I would argue that the additional factor of personality

needs to be added to this formula. I don't believe that a manager can be taught to

become a self-defining leader, unless the inherent personality characteristics of

sensitivity, supportiveness and acceptance are already present. Leading theorists such

as Metcalfe and Kotter would disagree with this statement. Admittedly, my belief could

merely be reflective of my own personal experience in this area; I have worked for

several senior managers in the role of Executive Secretary/PA and would describe only a

couple of these as self-defining. In their defence, it might have been the case that

resources had been promised to support the development of their soft skills, but had

never materialised. Had they done so and had this training and development been carried

out, I might have seen a growth in these people from managers to leaders. Senge (1999)

speaks about managers "walking the talk" and notes that the behaviour of people

throughout the organisation will inevitably adjust to match that of their managers. In this

regard, I believe that the historic cynicism which was representative of the closed culture

of campus, had been precisely that; reflective of the personality traits and mindsets of

previous senior managers. Contrastingly, Harrop's role modelling of approachability,

humility and honesty exerted an idealized influence on staff by reinvigorating and

releasing them from their structural constraints, to be truly able to grow and flourish in

their roles.

Bass and Avolio (1994) speak about contiguity being mandatory for easy process flow.

The theory behind communication and productivity being positively affected by the close

proximity of managers and workers is carried through into more recent studies, such as

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that of Alimo-Metcalfe and Alban-Metcalfe (2013) which later formed the basis of their,

'New New Paradigm Thinking'. In the same regard; Harrop set about trying to break down

the self-imposed barriers that existed between departments on the campus which had led

to the aforementioned insular and closed culture. The barriers had been associated with

perceived differences in group identity and purpose, as well as a basic lack of knowledge

as to the motives and objectives of other departments. Conversely however, where staff

saw differences Harrop identified a great deal of crossover and opportunities for

connection, transparency and partnership. Departments such as Careers and

Employability, Work-Based Learning and Student Support and Guidance had previously

occupied positions in different buildings across the campus, yet performed similar

student-facing functions and had cause to liaise with each other on a regular basis.

Harrop met with staff in each department and communicated his vision of an open plan

"hub" area, where students could access the facilities on offer from each discipline and

where staff could more easily communicate and share information. When challenged on

his proposals by certain colleagues, Harrop reiterated the importance of open

communication, connection and inclusivity by rewarding like-minded departments in

highlighting the positive effects of working in such a collaborative environment. In

systematically dealing with these issues and bringing this change to fruition, Harrop

successfully managed to communicate his own priorities and goals whilst also embedding

the secondary articulation mechanism of organisation design and structure (Schein,

1992). In introducing this new pattern-maintenance structure, Harrop worked towards

further sustaining the new culture of the campus (Dyer, in Brown, 1998).

Harrop's academic background is in performance and ethnography and he is a great

believer and advocate of the importance of cultural rites and rituals. In working to create

and foster a culture of research at Warrington, he expressed a desire to hold an annual

Warrington's Works Research Festival on campus. Harrop and I work together to produce

and manage this interdisciplinary event, which takes place over a full day and is open to

both staff and students from all campuses. The purpose of the festival is to celebrate the

research activity that emanates from Warrington and staff are invited to present papers,

workshops, panels and prompts. The festival is now in its third successive year and

continues to receive positive reviews and confirming information from internal sources.

Harrop's desire was to create new stories and rituals for the campus and he describes the

festival as a means of "performing success".

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Three years in to Harrop's re-imagining and re-defining process and the campus remains

very much in the 'move' stage of Lewin's (1951) change model. Bass and Avolio (2004)

refer to a "visionary leadership at the core of the transformational process". Harrop's

visionary leadership has provided a clear and exciting direction for the campus, but it is

important to note that any improvements should be continuous and sustainable, as they

have been to date. Confirming data is steadily flowing in from external stakeholders, the

campus has reached Bridges' 'new beginning' phase of transition and new assumptions

are gradually starting to stabilise. Both internal and external relationships have greatly

improved: between faculties and departments, between senior management and the

wider external business environment and between staff and students at Warrington.

Schein (1992) said that once the organisation is unfrozen, "the turnaround manager must

have a clear sense of the future direction, a model of how to change the culture in order

to get there and the power to implement the model... if any one of these elements is

absent, the process will fail". In not being allocated the appropriate level of resources or

autonomy, Haslam and predecessors had been doomed to fail in their roles as Provost of

the Warrington Campus. It is my belief that only when the Vice-Chancellor acknowledged

the shortfalls in the human resource management decision to view this pivotal role as

only requiring a part-time contract, that real and envisioned change could happen. By

appointing Harrop in the role, that change was set to be transformational, self-defining

and continuous.

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Reference List

Alimo-Metcalfe, B., & Alban-Metcalfe, J. (2005). Leadership: Time for a New Direction? Leadership Research & Development Ltd, 1 51-71.

Bass, B. M., & Avolio, B. J. (Eds.). (1994). Improving Organisational Effectiveness through Transformational Leadership. USA: Sage Publications Inc.

Bridges, W. (2002). Managing Transitions (Revised edition ed.). London: Nicholas Brealey Publishing.

Brown, A. (1998). Organisational Culture (2 ed.). Essex, United Kingdom: FT Pitman Publishing.

Cameron, E., & Green, M. (2009). Making Sense of Change Management (Second edition ed.). Great Britain: Kogan Page Limited.

Harrop, P. (2010). Change Academy notes. Warrington, UK: University of Chester.

Kuhnert, K. W., & Lewis, P. (1987). Transactional and transformational leadership: A constructive/destructive transformational deadership: A constructive/destructive analysis. Academy of Management Review [AMR], 12(4), 648 - 657.

.Lewin, K. (1951). Field Theory in Social Science. New York: Harper Row.

Schein, E. H. (1992). Organisational Culture and Leadership (Second edition ed.). San Francisco: Jossey Bass Management Series.

Senge, P. (1999). The Dance of Change. London: Nicholas Brealey Publishing.

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