Assessing organizations collaboration readiness: a behavioral approach

Dissertation presented at the Faculty of Sciences and Technology of the New University of Lisbon to obtain the degree of Doctor in Electrical Engineering, specialty of Robotics and Integrated ManufacturingThis thesis presents an approach for assessing organizations‘ readiness to collaborate. This assessment is based in three fundamental aspects, namely (1) on collaboration preparedness, which aims at assessing whether a partner has adequate collaboration-related character traits; (2) on competencies fitness which is predominantly aimed at assessing how well an organization is able to use its competencies in a collaboration context; and (3) on willingness to collaborate, which is a concept applied to assess whether an organization is, or is not, really interested to engage in concrete collaboration opportunities. The proposed approach contributes to the formation of improved collaborative networks, increasing their likelihood of success. The principal characteristic of the model lies in the fact that it follows a behavioral perspective. As such, collaboration preparedness is based on the idea of the organizations‘ character, traits and behavioral patterns. Competencies fitness is in turn based on the so-called soft competencies, exploring the performance influences/effects of the soft competencies on the hard ones in a collaboration context. Finally, willingness to collaborate is based on the organization‘s planned behavior, attitudes and intentions that are perceived in/from a partner. The work involved in the conceptualization of readiness to collaborate includes the utilization of text data mining to discover the behavioral aspects, namely the collaboration-related organization‘s traits which are relevant for assessing collaboration readiness. Bayesian belief networks are proposed as a way to deal with the underlying uncertainty in assessing collaboration readiness. A soft versus hard competencies dichotomy is used to develop the concept of competencies fitness, proposing the adjusted competencies profile and the fitness level, as the way to assess whether a partner‘s competencies fit in a collaboration opportunity. The Theory of the Planned Behavior is adapted from social sciences and used in organizations in collaboration contexts. Various modeling experiments were performed to assist in the development of this readiness concept. The validation through some cases of partnerships is proposed to evaluate the underlying collaboration readiness assessment model

Using Data to Promote Collaboration in Local School Readiness Systems

Presents findings from the National Neighborhood Indicators Partnership's community-level data analysis on services that improve physical and mental health, family stability, and neighborhood environments to foster collaboration for school readiness

Lessons for PreK-3rd From Montgomery County Public Schools

Presents a case study of how a district improved third-grade reading proficiency rates and narrowed the achievement gap, in spite of growing English Language Learner and low-income populations, by implementing an integrated early learning strategy

Evaluation of the Community Leadership Project 2.0

Social Policy Research Associates (SPR), the contracted evaluator for CLP, began work partway through the first phase of CLP and has continued its role for CLP 2.0. SPR's overall goals for the evaluation are to: (1) inform improvements in CLP 2.0 implementation; (2) share lessons with the philanthropic field on effective capacity-building strategies for small organizations working in low-income communities and communities of color; and (3) assess the impact of CLP 2.0 on community grantees. This report focuses specifically on the launching of CLP 2.0 and on community grantees' characteristics and capacity levels at baseline

Discovery and Strategic Partnership Group Concept Mapping: 2014-2015 Progress Report

In 2014, New York State received funding from the U.S. Department of Education, Office of Special Education and Rehabilitative Services to begin the NYS PROMISE (Promote the Readiness of Minors in Supplemental Security Income) research initiative. The goal of this initiative is to coordinate the system of support surrounding these youths to better catalyze their potential to transition from Supplemental Security Income (SSI) to a sustainable future of living and earning as independent adults. To guide strategy and support PROMISE priorities over the course of the initiative, NYS PROMISE convened the NYS PROMISE Steering Committee, comprised of appointed liaisons from agencies who are connected to the NYS PROMISE initiative. To support sustainable partnership development for greater progress and impact on the goals of NYS PROMISE, the Steering Committee engaged in a structured, time sensitive strategic planning and partnership framework development effort. To develop the elements of a prioritized strategy, the group used Group Concept Mapping (GCM), and constructed a visual framework, or concept map, that served as the basis for prioritization and strategy development throughout the process. The GCM approach employs a group process to capture individual contributions for consensus around a given topic, using a structured approach with a specific sequence of steps that support timely and consistent engagement in the process. GCM incorporates opinions and values, and presents the results in ways that are understandable and usable. 25 individuals from 8 member agencies took part in the concept map development, contributing elements in response to the following prompt: “To yield enduring individual outcomes, a viable system to support youth with disabilities in their transition from high school to successful adult lives needs to include…

Integrating Research and Quality Improvement Using TeamSTEPPS: A Health Team Communication Project to Improve Hospital Discharge

Purpose/Objectives: The purpose of this article is to describe an innovative approach to the integration of quality improvement and research processes. A project with the objective of improving health team communication about hospital discharge provides an exemplar case. Description of the Project/Program: The TeamSTEPPS 10-step action planning guide provided the structure for planning, developing, and evaluating a redesign of interprofessional health team communication to improve hospital discharge led by 2 clinical nurse specialists. The redesign involved development of processes for team bedside rounding, registered nurse bedside shift reports, and briefing tools to support the rounding processes. Outcome: Using the TeamSTEPPS process, a 4-phase combined quality improvement and research project was designed and implemented. Implementation is ongoing, supported by process evaluation for continuing process improvement. Longitudinal analysis of research outcomes will follow in the future. Conclusions: Led by unit-based clinical nurse specialists, use of an integrated process of quality improvement and research creates evidence-based innovation to solve interprofessional practice problems. Incorporating research within the project design allows for data-based decisions to inform the clinical process improvement, as well as documentation of both the processes and outcomes of the local improvements that can inform replications in other sites

Lessons in Early Learning: Building an Integrated Pre-K-12 System in Montgomery County Public Schools

Analyzes lessons and strategies from successful efforts to integrate districtwide early learning as part of pre-K-12 school reform, including full-day kindergarten, standards-based curricula, consistency, and parental and community involvement

Managing Transitions: Using William Bridges’ Transition Model and a Change Style Assessment Instrument to Inform Strategies and Measure Progress in Organizational Change Management

Purpose: As academic libraries redefine their services and roles within higher education, library leaders are charged to implement transformative changes. The biggest leadership challenge in effecting change is the human element: helping employees to embrace and implement the changes necessary for transformation. This paper describes the change management process used by Butler University Libraries in 2013-14 to migrate to a cloud-based integrated library system that streamlined workflows and drove reorganization. Design, methodology or approach: The library leadership team relied upon two tools to develop strategies for change management and to track progress in employee perceptions of and participation in implementing change: the book Managing Transitions: Making the Most of Change by William Bridges and Susan Bridges and the Ryan Change Style Assessment instrument. Managing Transitions applies the Transition Model of psychological response to change to organizational change management. The model presents three phases of transition: “Letting Go,” the “Neutral Zone,” and “A New Beginning.” The book provides managers with concrete strategies to support employees through these phases. The Ryan Change Style Assessment developed by The Ryan Group, Inc., is one of several instruments available to determine how an individual responds to change. A self-scoring instrument, the Ryan Change Style Assessment identifies four change styles based on scales in four dimensions: preferred role during change (lead-follow, emotional expression (low-high), orientation (people-task), and openness to change (excited-cautious). The results place each respondent into one of four change styles: Initiator, Collaborator, Protector, or Questioner. Supporting documentation provides information the needs and contributions of each style during change. While planning for the system migration, the library leadership team read Managing Transitions and discussed each chapter at biweekly meetings. This reading provided a shared vocabulary for discussing change. Also during the planning phase, all library employees completed the Ryan Change Style Assessment. The results were compiled into a 2 x 2 matrix graphic. Two months before the new cloud-based system went live, we shared the results of the Change Style Assessment at an all-staff meeting and discussed the implications of our overall mix of change styles. Subsequently, the leadership team implemented a pre- and post- system migration exercise to determine employee readiness for and integration into their roles following system migration and reorganization. The exercise used a graphic “map” of the three phases of transition from Managing Transitions. Employees were asked to place a dot color-coded to change style on the map to indicate their current position in the three phases of transition relative to the system migration. The pre-migration map became an essential tool for the leadership team in developing strategies for communication and decision-making. The transition strategies used by the leadership team during the change implementation phase included intentional over-communication of all issues related to the system migration, for both internal and external communications; ceremonial events to acknowledge critical milestones; and increased employee engagement in redefining their roles and position responsibilities. Three months after the system migration, the mapping exercise was repeated to assess progress toward employee integration into their roles using the new system. Findings: In the pre-migration map of staff readiness for the migration showed that ten of 21 employees (47%) placed themselves on the border between the “Neutral Zone” and “A New Beginning”—they were ready for change. Not surprisingly, three of them identified as “Collaborators” and three identified as “Initiators,” the two change styles of the Ryan Assessment that are excited by change. Seven of the employees (33%) placed themselves within the “Neutral Zone.” All four change styles were represented in this group. Four employees (20%)—two Protectors and two Questioners, the styles cautious about change—placed themselves inside or on the border of “Letting Go.” This initial map demonstrated that most of the employees with change styles open to change were ready, while those cautious about change were less likely to feel ready for change. The leadership team used these findings to be more intentional in addressing the concerns of those with these change styles by communicating detailed information about migration tasks, workflow changes as information became available, and to reassure employees that these changes would not result in elimination of positions. The post-migration map showed that twenty of 26 (77%) of library employees positioned themselves in or on the border of the “New Beginning” phase, three (11.5%) positioned themselves within the “Neutral Zone,” and three (11.5%) positioned themselves in the “Letting Go” phase. All of those who placed themselves in the “Neutral Zone” or “Letting Go” phase identified as Questioners or Protectors. Research or practical limitations or implications: The purpose of the pre- and post- system migration maps was to be able to visualize, generally, staff perceptions of their readiness for the system migration by change style. We therefore made the mapping process anonymous, and we did not attempt to draw conclusions about individuals’ progress toward “The New Beginning” phase. Also, the library experienced some staff changes during the period between the creation of the two maps depicting staff “location” relative to the phases of transition; some individuals who participated in the pre-migration mapping exercise did not participate in the post-migration exercise, and vice versa. Conclusions: Used in combination, the model for successful organizational change presented in Managing Transitions and the Ryan Change Style Assessment instrument provided the leadership team at Butler University Libraries with an effective process for minimizing disruption and discord during a transformative system migration. The outcomes we had anticipated include: improved communication through a common vocabulary for change management; better understanding of and ability to leverage individual and collective change styles to improve morale; a smooth migration facilitated by better communication and improved morale; and increased capacity for new library services. The outcomes we did not anticipate include: improved decision-making through balanced change-style composition on teams; institutional recognition of the library organization as a resource for change management; and revitalization of the library organization’s image as a forward-looking, vital resource

Scaling readiness: Concepts, practices, and implementation.

Scaling Readiness is an approach that can support organizations, projects, and programs in achieving their ambitions to scale innovations and achieve impact. Scaling Readiness encourages critical reflection on how ready innovations are for scaling, and what appropriate actions could accelerate or enhance scaling