Construction supply chain economic policy implementation for sectoral change : moving beyond the rhetoric

The improvement of the performance of the construction industry through the improved performance of the supply chains that make up the various sectors is a difficult task and one that has had considerable international debate (London, 2005). The idea of using the supply chain concept as a normative model to improve firm behaviour and thus ultimately industry performance through the development of supply chain clusters or integrated supply chains has been discussed in many public sector policy documents and in the academic research community since the late 1990s (London, 2005). However it has been difficult to see any real examples where this concept has had any major impact – or where the improvements have been measured and/or monitored.

Change implementers’ resistance : considering power and resistance in IT implementation projects

Resistance is normally characterized as a set of behaviours located in and belonging to change recipients. Such behaviours are seen to thwart the legitimate aims of both change strategists and the change agents who implement systems and the associated organisational change on the strategists' behalf. However, results from our case study research indicate that resistance can be a property not only of change recipients’ behaviour, but also of change agents and change strategists. The resistance behaviours identified included the failure to follow a prescribed corporate method and template, a refusal to help or listen, a refusal to fix known problems, the display of an adversarial, confrontational, and/or condescending attitude, subversiveness, a poor work ethic, and a refusal to meet requests. This paper argues for a revised conceptualization of resistance as a behaviour that can be demonstrated by any IT project stakeholders, that cannot be divorced from considerations of power in the IT project context.

Critical pre-implementation elements in engendering change for sustainability in SMEs : insights from SME sustainability leaders

Despite the increased awareness surrounding sustainability issues and growing pressure on businesses to adopt sustainable business practices, there is little understanding of management processes and practices necessary for SMEs to implement environmental sustainable (ES) practices. Through qualitative in-depth interviews, this paper draws on the experiences and perspectives from twelve SME sustainability leaders to present answers to the 'what' and 'why' of critical pre-implementation elements in engendering change for sustainability within the SME context. The research questions examined in this study are: In the views of SME sustainability leaders: what pre-implementation elements are important in setting the foundations of ES success in SMEs; what are the most important elements in the decision to introduce and encourage improved ES practices; and how do SME sustainability leaders plan for ES change in their firms. We also examine how the pre-implementation elements identified in this study, fit with the steps of one of the most well-known sustainability change management frameworks by Dunphy et al (2003). The results show that elements playing a role in setting the foundations for ES success in participating firms include: the SME leader challenging the status quo, gathering of initial information; clarifying the internal know-how about ES, identifying who the ES leader(s) is, and what the associated roles are; creating a theme of environmental sustainability in the firm (what sustainability means to the firm); and the personal mindset of leaders regarding ES. In addition, it was evident from the interview data that apart from providing valuable data regarding what must change and why, the drivers and benefits of ES provide a strong rationale and motivation to the rest of the organisation why sustainability is important to the organisation. Furthermore, it is evident from the interview data that the most used strategic approach to planning by SME sustainability leaders, is a deliberate approach even though the emergent approach to planning has also featured in some SMEs. Furthermore, the CEOs are the main players in the strategic process, with the majority involving staff in planning for ES. The results also indicate that in matching the pre-implementation elements to Dunphy et al‘s (2003) sustainability change management steps, the execution of two of their steps may need adjustment to be fully applicable to SMEs. Several practical implications for other SMEs are outlined. In conclusion, the framework outlined in this paper provides an example of a critically reflective approach to a specific phase of the environmental sustainability puzzle in SMEs.

Resistance: a medium for the successful implementation of technological innovation

Resistance to change has long been recognised as a critically important factor that can influence the success or otherwise of implementing any 'technological innovation. Information technology (IT) focused interventions, for example, business process re-engineering (BPR) and enterprise resource planning (ERP), are often quoted as examples of costly failures, with reported levels of dissatisfaction ·with strategic IT investments ranging from 20-70 percent and that employee resistance was to blame. The intention of this chapter is to rethink resistance. The author suggests that resistance remains to this day a complex, multifaceted phenomenon that continues to affect the outcomes of change, both negatively and positively. Although research has procured a solid understanding of resistance- and the benefits that can accrue to an organisation through its proper utilisation, it appears that the classical adversarial approach remains the dominant means ofmanaging resistance because such learning is not reflected in modern management techniques. The author concludes that as companies in every industry are now translating the power and possibilities 0/ e-business into strategic and operational realities, newapproaches in change managementare required to help organisations to understand the complex dynamics o/technological innovation and especially the multifaceted nature o/resistance.

The implementation of OECD corporate governance principles in post-crisis Asia

The recent OECD Principles on Corporate Governance provide a framework for the convergence of global corporate governance practice. This paper considers the implementation of these global ‘best-practice’ standards of governance as part of the continuing post-economic-crisis reform throughout Asia. These initiatives have explicitly acknowledged that no single model of governance can exist, and instead have focused on those elements apparently common and, therefore, applicable to all countries. Notwithstanding the existence of these elements, this paper investigates the difficulties involved when attempting to implement general rules across countries at different stages of economic and legal development. While implementation will be hindered by obvious cultural disparities, long-term change in practice requires a cultural shift in the philosophical and financial bases of the firm.

Effective science teaching and a strategy for its implementation

Is the way being lost in teaching science? Many primary schools do not have a well developed culture of science teaching and learning, there is a declining interest in science over the years 7 to 10, and there are proportionally fewer students continuing onto science in the senior years. In response to these concerns, the Victorian Department of Education, Employment and Training (DEET) established a major initiative, the Science in Schools (SiS) Research Project, to enhance and invigorate science teaching and learning. During 2000 and 2001 the project team has worked with teachers in primary and secondary schools across Victoria to introduce new initiatives into their science programs. Central to the project are the SiS Components, a framework that describes effective science teaching, and the SiS Strategy, a process by which schools implement change. This paper outlines the SiS Components and Strategy and describes some of the findings that have emerged from the project.

Organisational transformation through CRM implementation: a descriptive case study

CRM is becoming critical to organisations worldwide as global competition increases and technological innovations in communication continue to emerge. In this descriptive case study, we have investigated a utility provider – with a geographical monopoly, who has successfully implemented a complaint management system, as part of their CRM process transformation. We have applied the teleological process theory (Ven de Ven and Poole 1995) to describe the organisational change, based on our empirical research.

IT project implementation strategies for effective changes : a critical review

Information technology (IT) project implementation is still a grey area. There are differences of opinion among educators and practitioners on strategic emphasis and implementation methods. Implementation of IT projects, especially large IT projects, is synonymous to management of changes in an organisation, be it for altering the work culture or gaining competitive advantages. When formulating effective change management strategies to support the introduction of IT, it may be useful to integrate and use concepts and practices drawn from disciplines such as traditional project management, organisational/product innovation, and change management theory and practices. This paper examines project management and product innovation literature to identify change management concepts and practices.

A model for the implementation of strategic human resource management

This paper has been developed out of an action research project involving the Australian Taxation Office (ATO). One of the outcomes of this project was the development of a model for the implementation of Strategic Human Resource Management (SHRM) for the purpose of cultural change and/or alignment to business strategy.

The paper brings together many of the theories that have arisen in SHRM in the last decade or so, including theories around human capital, the resource-based view, HR configuration, HR architecture, vertical and horizontal fit, HR systems and HR roles.

Pride and prejudice : facilitating change in the attitudes of students toward gay men and lesbians

Issue addressed: As one of the most significant sites of homophobia is the school, a six week school based program designed to help students explore their attitudes to gays and lesbians was developed called 'Pride and Prejudice'. This paper reports on the initial data from the evaluation of this program. Methods: In order to evaluate the usefulness of the program, a group of year 10 students at a state secondary school participated in the Pride and Prejudice program. Students' attitudes to gay men and lesbians and their social connectedness, self esteem, attitudes to race and beliefs about gender roles were measured before and after their participation. Results: Attitudes held by students toward gay men and lesbians were significantly more positive after the program. The level of attendance during the program significantly predicted the change in attitudes toward gay men but not to lesbians. Conclusion: School based programs delivered to individual classes in which students are given the opportunity to explore their attitudes toward lesbians and gay men may be a useful part of a strategy to reduce homophobia. So what?: Health promoting schools now have a tool available for enabling students to reflect on their attitudes toward gay men and lesbians. It is hoped that school wide implementation of such a program will eventually lead to a reduction in the discrimination same sex attracted youth often experience.

Australian implementation and evaluation of active support

Background The implementation and evaluation of Active Support in Australia is reported, the first such formal evaluation outside the UK.

Method Residents and staff of five group homes participated. Active Support was introduced by training staff in one home at a time. Effectiveness was assessed using direct observation of resident engagement in activity and of staff help, as well as written assessments of resident outcomes.

Results Staff help and resident engagement increased in four of five group homes. There was significantly greater participation in a wider variety of domestic activities, as well as more frequent and varied community participation. Change in resident engagement was positively related to change in staff help, but not related to residents' level of adaptive behaviour.

Conclusions Most of our findings were consistent with earlier UK studies. There was evidence of the successful transfer of Active Support training skills to an Australian training team. Nonsignificant trends towards reduced depression and increased adaptive behaviour warrant further investigation.

Investigating the factors of professional development programs that effect change in the classroom

This paper reports on the implementation of two professional development programs designed to support ICT based pedagogies in Victorian (Australia) schools. In both programs the teachers participated in an intensive program of professional development designed to assist them in embedding ICT into their classroom practice. There was a large diversity of circumstances experienced by the schools, not only in terms of ICT availability and use, and teacher experience, but also in issues of cultures of curriculum planning and integration, size, communication, and pedagogical presumptions. Both projects were successful in implementing change; however there were teachers in both projects who failed to take advantage of the PD. Some of the limitations with both studies include the high expectations of time comittment by the teachers – who are already fully committed with full teaching loads, and the high expectations of the change that will occur in the teaching and
learning as a result of the PD, wthout consideration of the time needed to learn and adopt new pedagogical practice. In some cases, teachers and the school did not appreciate the necessary commitment to take full advantage of the opportunity being provided. This was compounded by the lack of support and recognition by school management.

Moving beyond resistance to restraint minimization : a case study of change management in aged care

Aim: This case study describes a quality initiative to minimize restraint in an Australian residential aged care facility.

Approach: The process of improving practice is examined with reference to the literature on implementation of research into practice and change management. The differences between planned and emergent approaches to change management are discussed. The concepts of resistance and attractors are explored in relation to our experiences of managing the change process in this initiative. The importance of the interpersonal interactions that were involved in facilitating the change process is highlighted.

Implications: Recommendations are offered for dealing with change management processes in clinical environments, particularly the need to move beyond an individual mind-set to a systems-based approach for quality initiatives in residential aged care.

Evaluating the triple bottom line in the implementation of photovoltaic systems in UK social housing

The Intergovernmental Panel on Climate Change warnings regarding the detrimental effects of carbon dioxide emissions and global warming have gained acceptance amongst many governments (IPCC 2001). The UK government has agreed to reduce emissions, implement a package of enabling measures (UKCCP 2000) and issued an Energy White Paper (HMSO 2003) calling for a diversification of energy supply policies which will include renewable sources.

Housing accounts for approximately 25% of UK CO2 emissions and as providers of social housing, Registered Social Landlords (RSLs) and their tenants are major contributors. RSLs are deliverers of national policy in several areas and contribute to the attainment of governmental environmental, social and economic targets and impact upon the wider demands of housing policy, healthcare, education and law & order (DETR 1999, Cole and Shayer 1998).

Photovoltaic (PV) electricity generation could deliver “free” electricity to the low income households historically housed by RSLs. PV helps address such issues as fuel poverty and could be used as a stimulus for creating interest in areas of low demand for social housing.

RSLs provide housing solutions which cross traditional economic, social and environmental divides and this lends their modus operandi to the concept of the triple bottom line. The triple bottom line enables social and environmental aspects to be considered alongside economic considerations within decision-making frameworks (Elkington 1999, Andreason 1995).

Using a qualitative research methodology, this paper assesses current commercial viability of PV installations on RSL developments and identifies key barriers to implementation. The paper also investigates whether the application of the triple bottom line can liberate RSLs from viewing PV as a non-viable option by enabling a greater emphasis to be placed on the social & environmental aspects of PV. The paper considers whether a framework for RSLs to improve their decision-making processes by embracing social & environmental factors is feasible.

Investing in intelligence : an inquiry into educational paradigm change

In this philosophical and practical-critical inquiry, I address two significant and closely related problems - whether and how those involved in the enterprise of education conceptualise a need for educational change, and the observed resistance of school cultures to change efforts. I address the apparent lack of a clear, coherent and viable theory of learning, agency and change, capable of making explicit the need, substantive nature and means of educational change. Based on a meta-analysis of numerous theories and perspectives on human knowing, learning, intelligence, agency and change, I synthesise a 'Dynamic Paradigm of Learning and Change', characterised by fifteen Constructs. I argue that this more viable Paradigm is capable of informing both design and critique of systemic curriculum and assessment policies, school organisation and planning models, professional learning and pedagogical practice, and student learning and action. The Dynamic Paradigm of Learning and Change contrasts with the assumptions reflected in the prevailing culture of institutionalised education, and I argue that dominant views of knowledge and human agency are both theoretically and practically non-viable and unsustainable. I argue that the prevailing culture and experience of schooling contributes to the formation of assumptions, identities, dispositions and orientations to the world characterised by alienation. The Dynamic Paradigm of Learning and Change also contrasts with the assumptions reflected in some educational reform efforts recently promoted at system level in Queensland, Australia. I use the Dynamic Paradigm as the reference point for a formal critique of two influential reform programs, Authentic Pedagogy and the New Basics Project, identifying significant limitations in both the conceptualisation of educational ends and means, and the implementation of these reform agendas. Within the Dynamic Paradigm of Learning and Change, knowledge and learning serve the individual's need for more adaptive or viable functioning in the world. I argue that students' attainment of knowledge of major ways in which others in our culture organise experience (interpret the world) is a legitimate goal of schooling. However, it is more viable to think of the primary function of schooling as providing for the young inspiration, opportunities and support for purposeful doing, and for assisting them in understanding the processes of 'action scheme' change to make such doing more viable. Through the practical-critical components of the inquiry, undertaken in the context of the ferment of pedagogical and curricular discussion and exploration in Queensland between 1999 and 2003, I develop the Key Abilities Model and associated guidelines and resources relating to forms of pedagogy, curriculum organisation and assessment consistent with the Dynamic Paradigm of Learning and Change. I argue the importance of showing teachers why and how their existing visions and conceptions of learning and teaching may be inadequate, and of emphasising teachers' conceptions of learning, knowing, agency and teaching, and their identities, dispositions and orientations to the world, as things that might need to change, in order to realise the intent of educational change focused on transformational student outcomes serving both the individual and collective good. A recommendation is made for implementation and research of a school-based trial of the Key Abilities Model, informed by and reflecting the Dynamic Paradigm of Learning and Change, as an important investment in the development and expression of ‘authentic' human intelligence.