Approaches to Change Management for Flexible Learning
Approaches to Change Management for Flexible Learning
Australian Flexible Learning Framework Quick Guides series
Based on the knowledge generated from the Australian Flexible Learning Framework projects and selected external literature, the Quick Guides series provides an introduction to key issues related to flexible and online delivery of Vocational Education and Training (VET).
Reference as:
Backroad Connections Pty Ltd 2003, Approaches to Change Management for Flexible Learning (Version 1.01), Australian Flexible Learning Framework Quick Guides series, Australian National Training Authority.
Version 1.02, July 2004
This document can be accessed at:
For a list of other Quick Guides see:
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© 2003 Australian National Training Authority
This work has been produced by the Sharing Knowledge project with the assistance of funding provided by the Commonwealth Government through the Australian National Training Authority. Copyright for this document vests in ANTA. ANTA will allow free use of the material so long as ANTA’s interest is acknowledged and the use is not for profit.
The views and opinions expressed in this document are those of the authors and do not necessarily reflect the views of ANTA. ANTA does not give any warranty or accept any liability in relation to the content of this document.
An initiative within the Australian Flexible Learning Framework for the National Vocational Education and Training System 2000-2004
Managed by the Flexible Learning Advisory Group on behalf of the Commonwealth, all States and Territories in conjunction with ANTA
Plans are nothing, planning is everything.
Dwight D Eisenhower (quoted in OTFE 2001)
Scope of this guide
This Guide looks at current research on change management and describes some of the tools and models that have been developed to assist the management of change toward flexible delivery and use of online technology in vocational education and training in Australia. It focuses particularly on approaches adopted and tools developed within the Australian Flexible Learning Framework and key research conducted within VET.
The size and scope of the ‘change’ being managed can be anything from a national framework down to a small scale implementation trial of a single unit. In this guide we are mostly focusing on Institutional level change but the concepts relate to almost any scale, and no change occurs in isolation.
What is change management?
‘Change management’ is a strategic activity aimed at getting the best outcomes from the change process. Making the connection between ‘strategy’ and ‘change management’ Mitchell (2002), in a review of effective strategy-making and change management for high-performing VET organisations, describes strategy as “making choices about which customers to focus on, which products to offer, and which activities to perform”, and describes it as “a dynamic and ongoing activity”. Strategic management is about identifying, choosing and implementing activities that will enhance the long term performance of an organisation (pp. 2, 19).
‘Change management’ is about managing the changes that are part of or a consequence of that strategy in such a way “to suit the particular organisation’s context and the type of change required” (p. 6). Change management is a sub-set of strategy making.
The process for change management and the actions that are part of a change management strategy are unique and specific to a particular organisation. Each organisation has unique requirements – their circumstance and resources differ, clientele and relationships are unique, cultures differ, and their aims, objectives and very ambitions may be different (Viljoen quoted in Mitchell 2002, p. 18). It is about exploring choices and choosing pathways (Horton 1999, pp. 63-64).
Although change management strategies and considerations are unique there are many resources that an organisation can tap into to facilitate planning and the management of change – case studies, theoretical planning models, examples of existing plans and documents (not to copy necessarily, but to be inspired by, or to adapt), and other practical tools. A selection of these are provided in this Guide.
Why is it important?
Managing change is an essential activity at all levels within VET in order to effectively integrate that change within everyday practise and maximise the benefits and outcomes.
For a flexible learning regime to be implemented successfully a change management philosophy and framework for action stems from, and needs to connect with, the overall strategic planning process.
At a national level the Australian Flexible Learning Framework projects and various governing policies have been established as part of a strategy to implement the plans and visions for flexible learning for VET nationally. A principal objective is to increase uptake and support the provision of flexible learning and delivery.
Within training organisations, programs and strategies likewise need to be part of a strategic process to implement articulated visions and objectives of that organisation. Quite simply…
If you don’t know where you are going, you will wind up somewhere else.
Yogi Bera (quoted in Crouch 2002)
Specific reasons why organisations manage change are to:
• maximise the opportunities presented by the proposed change
• identify and overcome impediments
• minimise disruption to programs and services
• ensure staff are engaged with the change process to achieve the best possible outcomes
• maintain harmony and good relations within the organisation and externally
• prepare, and support students and staff, to ensure effective change and to achieve strategic goals and vision.
Critical success factors
Some factors common to successful change management activities include:
• Commitment at the top and across the broad spectrum of an organisation (with representations on working committees) (McAlpine & Jackson 2000, Ch 5).
• Consultative and open processes.
• Strategic visioning and strategies that aim to [re]align and integrate services to provide effective and needed services seamlessly for students and for staff (McAlpine & Jackson 2000, Ch 5).
• “Creative leadership is required to shape the necessary vision through consultation, dialogue and expert advice, and to ‘sell’ the vision, and the operational process for its implementation, to teaching and support staff across the Institute.” (McAlpine & Jackson 2000, p. 65)
• “To implement change management in an educational organisation requires a number of concurrent changes in academic and administrative practices resulting in a new institutional culture with changed performance expectations and communication channels”, and “a practical and seamless alliance between the various service sectors of the Institute”. (McAlpine & Jackson 2000, pp 55, 61)
Change management activities
Change management activities listed within various research literature included:
• creating readiness for change and overcoming resistance to change
• creating a vision, as well as articulating a compelling reason for the change
• developing political support for the change
• managing the transition of the organisation from its current state to the desired state
• sustaining momentum for the changes so they are carried to completion.
Components of a change management strategy
Based on his research Horton (1999, p. 14) found that the change management strategies required for effective investment in and management of flexible delivery in the VET sector are driven by the interplay between five major impact areas:
1. strategic thinking and business planning for change
2. risk assessment and management of systems and technologies
3. understanding/managing human capital and organisational capability
4. reorienting the teaching role and the teaching/learning relationship
5. building collaborative values and strategies teamwork/partnerships.
Aspects might cover the coming together of these parts:
• educational planning
• market and demand analysis
• stakeholder analysis
• capability assessment
• IT strategic planning
• skills identification (of students and staff)
• professional development activities
• resource allocation models
• Human Resource Management (HRM)
• monitoring and evaluation.
Institutions may have multiple plans and strategies on the go at any one time, some of which may come under the heading of a ‘Change Management Strategy’.
Models and approaches
Approaches adopted within VET can be grouped into three main strands:
• Theoretical models – choosing and adapting a model based on a theoretical study, as the basis for institutional planning. Some theoretical models are more specific to education than others, many if not most have origins in the business world.
• Case Studies – learning from and developing a plan based on the experiences of others.
• Using or adapting an existing change management plan/framework.
Rarely is a single approach adopted. Most frequently the approach is based on investigation of existing and potential models and options, finding the best fit, and then adopting a hybrid/blended approach as part of a consultative and exploratory process. Change management theory mostly comes from the business management literature. Researching and reporting of change management as a study is comparatively new within vocational education and training.
Part of the process is often to look at partnerships and strategic alliances. For sources on collaborative partnerships see the Quick Guide on Success Factors for Collaborative Development (Backroad Connections 2002).
Change management requires VET managers to use a mix of wisdom, judgement, sensitivity, patience and flexibility.
(Mitchell 2002, p. 6)
Lessons learnt
Specific lessons that have been extracted from research and activities to date include:
• “[S]trategies cannot simply be copied from other organisations, whether in the same or a different industry. Every organisation is unique…” (Viljoen in Mitchell 2002).
• “The momentum and sustainability of the organisational change is only as strong as the weakest link” (McAlpine & Jackson 2000, p. 63).
• “There is no single path to successful change implementation that holds in all situations” (Mitchell 2002, p. 31) “A single, coherent change management strategy that applies to all circumstances of change is not possible” and there is no definable end to the process (Walsh 2000).
• Planned approaches to change management as opposed to the bottom up were preferred (Mitchell 2002, p. 32), however, “open communication and meaningful staff participation in the change process were key features in most organisations” (Gooley & Towers 2000, p. 2).
• Change management is “not a neutral restructuring process but involves intentions, aspirations and purposes of organisational members” (Mitchell 2002, p. 32).
• Change and holistic approaches cost! (Mitchell 2002).
• Change is ongoing and continuing (Mitchell 2002, pp. 31-32).
• The need to embrace transformation as a ‘holistic’ process was a major finding. “Successful change was not observed in any environment that had not taken such an approach” (Whitley 1999, p. 6).
• Partnering and collaborative arrangements are considered essential to organisational survival (Gooley & Towers 2000, p. 1).
Australian Flexible Learning Framework projects
Australian Flexible Learning Framework
The Australian Flexible Learning Framework (Framework) is a national change management strategy which illustrates many of the aspects which need to be addressed for successful change management implementation (ANTA 2001a).
The five goal areas address professional development, infrastructure, content development, policy and regulation – issues which are important (in different ways) for change processes towards flexible learning at any level in the VET sector.
The collaborative structures which implement the Framework illustrate the importance of processes as well as formal objectives in change management. “The collaborative culture on which the Framework’s philosophy and its management are based is one of the outstanding achievements of the Framework and potentially one of its strongest legacies to the VET sector.” (KPMG 2002)
Flexible Learning Fellowships
Flexible Learning Fellowships were managed by the Flexible Learning Fellowship Project from 1998-2001 then combined with the Flexible Learning Leaders program from 2002. Fellows researched and prepared change management strategies for their individual organisation or VET institution. Each adopted a different approach. Written resources arising from just some of these are listed below. The Project website at a complete list of current and past Fellows, details of their projects, and links to reports and outcomes from their studies –a mine of information.
• Horton (1999) Fellowship Project reported in Prepared to be Flexible: A Flexible Delivery Change Management Plan for Wodonga Institute of TAFE that the Institute adopted a ‘core value’ approach having researched and evaluated alternative models. Based on Baker’s Core Value Model it has been adapted with aspects from other models. Horton’s project report provides details of his research and describes their proposed change management framework.
• McAlpine & Jackson (2000) Fellowship Project reported in Implementing Online Delivery: A Study of Change Management developed a Change Management Strategy for the Institute of Land and Food Resources, University of Melbourne by examining current management and operational structures and processes, identifying obstacles and implementing strategies to overcome them, and further actions required to successfully implement flexible delivery. The project also involved a case study on flexible delivery to an identified niche market, and a strategy to enhance skills in flexible delivery design, development and implementation within their organisation.
• Gooley & Towers (2000) Fellowship Project reported in The Journey towards a Learning Organisation developed a change management plan for the Queensland Open Learning Network (QOLN) who provide learning services to regional, rural and remote communities. A key part of their strategy aims to develop a ‘learning culture’ within the organisation and foster ‘learning communities’ through modified structures and processes.
• Bissland & Cashion (2001a, 2001b) e-learning at Swinburne TAFE Division Change Management Plan developed a change management plan based on a ‘balanced scorecard’ approach.
• Whitley (1999) The Challenge of Change developed a plan for the Vocational Training and Education Centre in Kalgoorlie (part of Curtin University of Technology) which he intended to be practical and also useful for other VET providers. A ‘holistic’ approach covering workplace processes, organisational structures, people and products and services, it is based on a continuous circle of improvement.
• Conway & Burns (2000) Fellowship report The Alliance of Onkaparinga and South East Institutes of TAFE undertook the development of a collaborative change management plan across two Institutes that have formed an alliance. Adopted Kotter’s ‘Leading Change’ model with emphasis determined by local needs and priorities.
VET Policy Advice project
The Vocational Education and Training Policy Advice Strategy 2001 Project examined the characteristics of international VET policy and practice and identified implications for the Australian VET sector. The Final Report (ANTA 2001b) provides an overview of global trends and suggests ways in which Australian VET can maintain its position as a world-class provider of flexible learning. This is a useful resource for those wishing to position their planning in the context of global trends. The project website is at:
Clicks on Bricks Project
The Clicks on Bricks project reviewed trends in technology development, the use of new learning technologies and the impact on facilities planning. The Final Report (Whitaker 2002a) summarises trends and provides some “challengeable assumptions” to guide planning. The Principles and Guidelines (Whitaker 2002b) document provides a comprehensive set of practical tools for managers and planners involved in policy and implementation of technological infrastructure. The project website is at:
E-Vet Marketing Projects
Both the National and International projects undertook research to inform the marketing aspects of management. The Strategy 2002 website lists products and outcomes from previous and current eVET Marketing Projects. For example it has Tools and Models for Marketing eVET, a database of contacts for potential partners, costing guides, risk management tools and national and international research studies. See a full list of reports and resources.
Other significant VET research
In addition to project funded within the Framework, there is other research in the VET sector specifically looking at change management issues including:
• Reframing the Future publications on Strategic Management and Change Management. See various publications including The never-ending quest: effective strategy-making and change management for high-performing VET organisations, by John Mitchell & Associates. Go to and select “Publications”.
• ANTA commissioned project – ‘National Change Management and Staff Development Needs in VET: Key findings from ‘High-Skilled, High-Performing VET’ 2001. by S Young and J Mitchell.
• Walsh (2000) Project Officer with LearnScope, currently undertaking Doctoral research on change management and professional development. See discussion paper presented NET*Working 2000.
Useful tools and websites
The following links provide access to practical tools and assistance with planning and change management activities, as well as people and discussion opportunities:
• Strategic Management and Change Management and the National Training Framework by Mitchell & Young (2002). A four page brochure providing an overview of the theory which underpins strategic management and change management in the national training system. Summarises the principal findings from pilot projects from the Reframing the Future study of Strategic Management and Change Management 2001-2002. (See also Mitchell 2002). This brochure provides a succinct summary of:
- what change management is
- alternative approaches to change management
- which aspects of RTO’s culture and structure need to be changed
- challenges VET organisations face.
• The Flexible Delivery Business Planning Framework developed by the Strategy 2000 Business Models for Flexible Learning Project.
• Building flexAbility Focus on Leadership: Critical Issues in Flexible Learning for VET Managers 2001, TAFE frontiers. A resource kit for VET Managers to aid planning and implementation of flexible learning. Includes a planning checklist for implementing flexible learning, issues papers on various topics including leadership, identifying new business models, and developing organisational capability.
• ICT Strategic Planning Guide: A Guide to ICT Strategic Planning for TAFE Institutes. Office of Training & Further Education, Melbourne. Has within it a template to develop a business change strategy from the perspective of ICT planning.
• Flexways – website to assist with skills identification and planning for individuals and groups at practitioner and manager level. Also assists with the identification of possible professional development resources and strategies.
• Flexible Learning Leaders and Fellows contactable through the Australian Flexible Learning website – to learn from their experiences and through the linked case study reports.
• The LearnScope VLC is a useful professional development website. The discussion forum is a good place to communicate with others dealing with change management issues.
• A Leadership framework - Research commissioned by NCVER. Contained in the report A Changing Landscape Challenges VET Provider Managers by Professor Victor Callan, Head of the School of Management at the University of Queensland. The framework aims to assist senior managers develop leadership skills that respond to the rapidly changing landscape of their education sector. The framework is based around nine core capabilities divided into elements.
• EdNA VET Online for change management articles. Search using term ‘change management’.
References
ANTA 2001a, Australian Flexible Learning Framework for the National Vocational Education and Training System 2000-2004.
ANTA 2001b, Vocational Education and Training Policy Advice 2001: Final Report.
Backroad Connections Pty Ltd 2002, Success Factors for Collaborative Development of Content to Support Online Learning (Version 1.00), Australian Flexible Learning Framework Quick Guides series, Australian National Training Authority.
Barron, T 2002, Evolving Business Models in eLearning, Summary White Paper, SRI Consulting Business Intelligence.
Bissland, J & Cashion, J 2001a, e-learning at Swinburne TAFE Division, PowerPoint presentation NET*Working 2001 Conference.
Bissland, J & Cashion, J 2001b, e-learning at Swinburne TAFE Division: Change Management Plan, ANTA Flexible Learning Fellowship.
Callan, V 2001, A Changing Landscape Challenges VET Provider Managers, NCVER.
Close, RC, Humphreys, R & Ruttenbur, BW 2000, e-Learning & Knowledge Technology: Technology & The Internet Are Changing the Way We Learn, Sun Trust Equitable Securities, USA.
Conway, S & Burns, W 2000, The Alliance of Onkaparinga and South East Institutes of TAFE: Change Management Plan for Flexible Learning, ANTA Flexible Learning Fellowship.
Crouch, C 2002, Strategic Planning Quotations.
- unable to provide electronic reference - URL is no longer active
Gooley, A & Towers, S 2000, The Journey Towards a Learning Organisation, Queensland Open Learning Network.
Henry, J 2001, Organisational support for flexible delivery: Report on Victorian cases, Paper presented at 10th VET Research conference sponsored by NCVER & RIPVET, Geelong, Victoria.
Henry, J & Wakefield, L 2001, Flexible delivery as a ‘whole-organisation’: what does this mean in practice?, 4th AVETRA Conference, Adelaide, South Australia.
- unable to provide electronic reference - URL is no longer activeHorton, C 1999, Prepared to be Flexible: A Flexible Delivery Change Management Plan for Wodonga Institute of TAFE.
KPMG Consulting Australia & Lifelong Learning Associates 2002, Evaluation of the Australian Flexible Learning Framework 2000-2001, ANTA.
McAlpine, I & Jackson, J 2000, Implementing Online Delivery: A Study of Change Management.
Mitchell, J 2002, The Never-ending Quest: Effective Strategy-making and Change Management for High-performing VET Organisations, John Mitchell & Associates.
Mitchell, JG, Latchem, C, Bates, A & Smith, P 2001, Building flexAbility Focus on Leadership: Critical Issues in Flexible Learning for VET Managers, TAFE frontiers.
- unable to provide electronic reference - URL is no longer active
Mitchell, J & Young, S 2002, Strategic Management and Change Management and the National Training Framework: Core Ideas, Reframing the Future Project.
OTFE - Office of Training & Further Education 2001, ICT Strategic Planning Guide: A Guide to ICT Strategic Planning for TAFE Institutes.
Twigg, CA 2000, ‘Institutional Readiness Criteria: Prerequisites to Large-Scale Course Redesign’, EduCause Review, March/April.
Walsh, A 2000, Teachers and Change, discussion paper presented NET*Working 2000 Conference.
Whitaker, JL Associates 2002a, Impact of Clicks on Bricks: VET facilities planning in an information age - Final Report.
Whitaker, JL Associates 2002b, Principles and Guidelines for the Best Practice Incorporation of New Learning Technologies in the Physical Facilities of VET.
Whitley, P 1999, The Challenge of Change: 1999 ANTA Flexible Learning Fellowship Report.
Young, S & Mitchell, JG 2001, National Change Management and Staff Development Needs in VET: Key findings from High Skilled, High-Performing VET (2001), paper presented AVETRA Conference, Adelaide, March.
For more information contact:
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