LECTORAAT CHANGE MANAGEMENT – De Haagse Hogeschool

https://www.youtube.com/watch?v=QQskB2JJql4

Many of you might know the saying “those that can’t do, teach”. Lately, I have been reflecting on my own teachings, whilst also observing some of my peers and I have been walking around with the question of should those (including me) that can’t do, teach? And don’t get me wrong, I have had amazing teachers that don’t actually do and some that do, but that are unable to teach.

I want to spend time with this question that at times feels like an existential question as to what am I doing with in my career. Should I quit and go do (a.k.a. work as an HRM professional)? Should I be teaching things that I myself do not put into practice? Should I combine doing and teaching? Can I even do at this point? However, I’m particularly interested in exploring this question within the context of teaching change management skills

Should (or can) those that do not manage organizational change, teach students how to? 

One the courses that I teach is for fourth year HRM students who are working on their graduation project. In essence they are acting as change managers since they have to manage a process of change within their internship organization and implement whatever needs to be implemented. A recent conversation with a student highlighted the challenge of translating theory into practice as this student sought practical guidance but received only textbook answers from a teacher, leaving her feeling lost and uncertain. Not to go into much detail of what she was going through… she, as the change manager, was dealing with a group of stakeholders who each had a different motive and desire as to the direction of the change. I think it’s understandable that a student having to deal with the wants of her manager, the CEO and other colleagues is quite complicated. But, please take a moment to imagine your 22 year-old self in this situation… lost… unsure of what to do… also considering that whatever you choose will impact the results of the change, your grade and being able to graduate. Now hold on to the feeling, and imagine you seeking help, something practical on what to do, and someone gives you a textbook answer. Probably, you will be as confused as this student as you still wouldn’t know how to proceed. Long story short, I couldn’t stop wondering why that teacher was not able to give her practical guidance. Consequently, it made me think about what I would have told the student had the student come to me. Would I been able to help her?

A year and a half ago I started a master about social and business innovation. It really focuses on the process of change, involving stakeholders and creating a space for innovation. Basically, starting and managing a process of change. A topic that from my HR background is not unfamiliar and a role (the change manager) that correlates with what can be expected from an HRM professional. For my graduation project, I too must manage a process of change and similar to the HRM students, I must also manage the expectations and desires of different stakeholders. As to be compared with the story I shared about my student, I too have moments where I feel lost and unsure how to proceed. The only thing is that I now have some personal and practical experience that can serve as guidance for future students. Unlike a year ago, if now I was to be approach with the question of how to handle a situation where different stakeholders want different things, I am able to draw from my personal experience and hopefully give students something that will help them proceed.

One thing that I have noticed by doing is that I am able to better understand the complexities of what it means to manage a process of change. Also, I better grasp the intricacies of what we as educators expect from students acting as change managers, while at times being unable to give the right guidance.

And what about those being managed (the stakeholders)?

Should (or can) those that do not understand different reactions to change, teach students how to manage their stakeholders in a process of change? 

Last week I was in Chile for the kick-off of a project with universities from Chile, Colombia, Spain and Netherlands. After the most wonderful and sunny week, it was time to pack our bags and start the journey back home. Two colleagues and I were set to take the flight of 23:15. Everything went smoothly and it was finally time to board. Once everyone was seated, they announce that there was an issue with the plane but it would be an easy fix so, we shouldn’t have more than 1 hour delay. Well, after 3 hours and 15 minutes, they informed us that the easy fix was not so easy so we are to leave the plane and get our checked baggage. Of course it was followed by a thousand apologies, but it was literary all we got in terms of information. There we were, 400+ passengers going through customs, waiting for our luggage, getting our luggage and wondering what will happen. During that time I observed different reactions to the situation such as; some recording the very long queue and complaining about the audacity that the airline has to cancel the flight, some saying ‘it’s better like this, because at least we are safe’, a group of friends laughing and chatting as though nothing happened, some asking the staff for more information (and getting nothing much), some asking other passengers for more information even though we all got the same information, some calling their loved ones to inform them about the change of plans and that they will not be getting home when expected, and then, there was me (I am sure I wasn’t the only one), feeling happy to get at least one more day of sun.

As I observed all these different reactions and feelings, it struck me that not everyone can and will respond to this change of plan in the same way. Overall, it all ended up to be fine – at least from my perspective since I got another day of sun and warm weather. However, I do think that the airline could have done a better job and managing the situation and taking away as much uncertainty as they could. Yet, because of this situation I was reminded of the importance to understand the different feelings and needs of those going through the process of change. Additionally, it served as a reminder that even if I do not manage change within organizations, I can still use these situations to contextualize how to manage needs of different stakeholders.

The deviant change agent

For my research, I am looking into the role of language within organizations and what it means to be that HR professional to challenge the status quo and start processes of change related to how language affects what we do and how we do it. When it comes to being a change manager, or a change agent as we call it in HR, you may encounter 2 different types. One being the conformist, who is able to start and manage change when asked. The other being the deviant change agent, one who proactively identify and address areas for improvement – beyond what is expected.

It is my dream, and ultimate goal of my research to figure out how we as educators can teach the skills needed so future professionals can be deviant HR change agents. As per my existential crisis, I cannot help but question my ability to teach this effectively if I don’t embody it myself. I do not think I will be able to teach students this, because if I myself do not take on this role I will not be able to fully understand what this role truly entails. Of course, in certain situations I think you can refer to moments such as the cancelled flight but, when it comes to the more complex topics, I believe that if I as a teacher don’t do, I probably should not teach. Should I expect a student to be able to start a change process without being asked, manage this change and manage all stakeholders involved if I have never done so? It will be impossible to understand and translate the difficulties of such process, the different emotions of stakeholders and repercussions.

In conclusion, I want to be clear that I am not trying to point fingers or make any teacher feel as though their work do not matter – because it does! However, I do believe that when it comes to teaching the more complex topics (such as change management), we as educators should strive for a balance between theory and practice, drawing from personal experiences to enrich our teaching. Whether actively working in a field or not, practical insights can enhance classroom instruction and better prepare students for real-world challenges. So, I think that those that don’t do, are able to teach IF they can draw from everyday experiences and use that as a reference instead of only grasping to what the literature book says. Nonetheless, I believe that those that do, have a greater opportunity to enrich their classes and really impact their students.

As educators, let’s engage in a circle of doing, reflecting, making connections, teaching, and repeat.