Faculteit Economie en Bedrijfskunde MSc Change Management
Bijlage 1: Onderzoek invloed van betrokkenheid medewerkers tijdens LSS-projecten: Informatie voor uw toestemming
Informatie
Allereerst wil ik u namens de Rijksuniversiteit Groningen bedanken voor de medewerking aan dit onderzoek. Vanuit mijn afstuderen binnen de Master Change Management doe ik dit onderzoek. Dit geeft mij de unieke positie om onafhankelijk op te treden. Het ziekenhuis staat voor ‘Samen voor de beste zorg’. Dit vraag om elke dag te kijken naar wat nog een beetje beter kan. Het ziekenhuis is benieuwd in hoeverre ze staan binnen de cultuur van continue verbeteren en op welke manier dit verder uitgebreid kan worden.
Doelen onderzoek
Deelneming aan dit onderzoek geeft het ziekenhuis verdere handvatten voor HR-beleid, voor het kwaliteitsbeleid en zal daarnaast een omschrijving hoe de werkwijze voor het uitvoeren van LSS-verbeterprojecten in de toekomst beter afgestemd kan worden op de projectleiders en medewerkers. Daarnaast biedt dit onderzoek voor de RUG verdere inzichten in het belang van eigen invloed en welke effecten dit heeft op de vastberadenheid en weerstand bij veranderingen. Deelnemers worden bevraagd over deze drie onderwerpen; invloed van medewerkers op veranderingen, vastberadenheid tot veranderen en weerstand bij
veranderen. Vertrouwelijkheid
Het interview is vertrouwelijk en de verkregen gegevens worden op een manier uitgewerkt dat uitspraken niet terug te herleiden zijn naar specifieke personen. Van de deelnemer zijn naam en functie bekend bij Ewoud Stapersma, de onderzoeker. Deze gegevens worden verder niet verspreid. Bij de verwerking worden alle gegevens anoniem gebruikt en in
publicaties worden naam, toenaam en functie níet vermeld. Met alle gegevens zal zorgvuldig worden omgegaan en bij twijfel wordt de geïnterviewde geraadpleegd.
Gegevensopslag
Het interview wordt door middel van opnameapparatuur opgenomen. Deze opname wordt vervolgens gebruikt om het interview uit te schrijven. De uitgewerkte versie van het
interview wordt vervolgens anoniem opgeslagen met als titel “Interview_”(1-99). Uiteraard wordt deze informatie alleen gebruikt voor onderzoek. De opname wordt maximaal 12 maanden opgeslagen en vervolgens vernietigd.
Wederhoor
De uitgewerkte versie van het interview wordt ter goedkeuring opgestuurd naar de
deelnemer. Daarnaast wordt de uitgewerkte versie van dit onderzoek medio juli verstuurd. Structuur
In dit interview bestaan geen goede of foute antwoorden. U geeft het antwoord dat het eerste bij u opkomt. U mag altijd terug keren naar een eerdere vraag om iets aan te vullen.
Bijlage 2: Toestemmingsverklaringformulier (informed consent)
Titel onderzoek: Onderzoek invloed van betrokkenheid medewerkers tijdens LSS-projecten Verantwoordelijke onderzoeker: Ewoud Stapersma
In te vullen door de deelnemer
Ik verklaar op een voor mij duidelijke wijze te zijn ingelicht over de aard, methode, doel en belasting van het onderzoek. Ik weet dat de gegevens en resultaten van het onderzoek alleen anoniem aan derden bekend gemaakt zullen worden. Mijn vragen zijn naar tevredenheid beantwoord.
Ik begrijp dat audiomateriaal of bewerking daarvan uitsluitend voor analyse en/of wetenschappelijke presentaties zal worden gebruikt.
Ik stem geheel vrijwillig in met deelname aan dit onderzoek. Ik behoud me daarbij het recht voor om op elk moment zonder opgaaf van redenen mijn deelname aan dit onderzoek te beëindigen.
Naam deelnemer: ……….. Datum: …../.../2018 Handtekening deelnemer: …...……….
In te vullen door de uitvoerende onderzoeker
Ik heb een mondelinge en schriftelijke toelichting gegeven op het onderzoek. Ik zal resterende vragen over het onderzoek naar vermogen beantwoorden. De deelnemer zal van een eventuele voortijdige beëindiging van deelname aan dit onderzoek geen nadelige gevolgen ondervinden.
Naam onderzoeker: Ewoud Stapersma
Appendix 4: Codebook
Concept Code Inductive / Deductive Description Examples
Practices of empowerment
- -
Interventions used by change agents to create an empowerment climate among change recipients
-
Practices of
empowerment (CA): Formal / organizational
practices -
Practices of formal and/or organizational empowerment executed by the Change Agent, such as: Setting of challenging and inspirational goals, coaching and mentoring programmes,
development of “win-win” reward systems and job enrichment
-
Setting group goals
Deductive
Setting challenging goals to allow change recipients to strive towards this goal during the project and give a clear direction without filling in the steps how to get there.
"From LSS-projects, from the beginning the goal is unknown. There is only a problem and process and we try to solve it with all the relevant stakeholders. However, after the measuring stage, we try to define together with all stakeholders the goal of the project". (IC2-41). "We as project leaders started by asking the employees: What is your current perspective towards the department and what would you like to change? These questions were used as input to prioritize our change approach". Furthermore, these questions allowed us to see what they saw as important aspects to improve" (IC4-66).
Use of tools
Inductive
Change Agent trying to include all stakeholders who are relevant for the change using empowering tools.
"When you want involvement from employees, it is essential to involve people the second you start the project and invite people in the first meeting. This way, you create an environment of high involvement among the employees". (IC2-117). "Due to
letting all stakeholders participate from the start, I make sure they become ambassadors of their own change" (IC2-144).
Delegating tasks to let employees grow in their
role. Deductive
Delegating tasks allows a change recipient to grow in its role as a project employee.
"I notice when you setup a clear framework, it is much easier to delegate tasks to
individuals what they can expect". (IC2-635). "I introduced shared chairmanship so that each member also had the idea that this LSS-project is a shared ownership". (IC4-91). Explanation of
project in overall organizational vision.
Deductive
A clear explanation of the change in the context of the whole
organization allows the change recipient to better understand why the change is executed.
"I cannot remember that there was a clear explanation why this project was initiated in the first place." (CO1-245). "I think that the explanation of why this project was executed could have been done more extensively towards employees who were not part of this project, as colleagues outside the project were very sceptical at first about this change and why this change was executed". (CO3-522).
Educational possibilities
Deductive
Educational possibilities within a project helps the change recipient to gain confidence in the change and their ability to adapt in the new situation.
"I explained the method, but I am not telling them to take an Orange Belt training". That is beyond my role and is something of the head of department to say. However, I was in the position to give advice to the head of department on this manner". (IC1-186). "A part of the employees expressed that they sometimes felt insecure in their work during the consultation of patients. Therefore, they now receive training in this area to increase their competence". (IC5-627).
Rewarding employees
Deductive
By rewarding the employees for their commitment in the change, employees gain trust to push forward towards a successful change situation.
"The project leader expressed appreciation towards me during the project, but also towards others". (AD1-369). "When we did the measurement to see how much time each
task took, I put down a bag of liquorice to give a positive twist to it". (IC1-211).
Sharing of information
Deductive
Sharing of information by the Change Agent to give transparency on the change, allowing change recipients to think along with the change.
"It is crucial that you include all stakeholders from the beginning and also share
information with them during the project, as they are also the ones who have to do it after the project. Here, it is very easy to
underestimate some stakeholders, as we had during this project" (IC2-565). "The project leader shared information on the waiting times and throughput times of the patients. This information was derived from the baseline measurement we did with the whole department and the other stakeholders" (CO3-222).
Group feedback
Inductive
Building in evaluation moments to tap into the minds of the change recipients to see how they perceive the change approach.
"I try to build in reflective moments in the meetings and asked them: How do you think it is going?, as the project needs to become a co-ownership". (IC4-119). "I am convinced that it would have been better to have more frequent an evaluation moment" (IC5-214). Communication
between project team and other colleagues
Inductive
Established communication lines between the project team and the other change recipients affected by the change.
"It was difficult for the project leader to share information outside the project team. After the measurement plan, it became something of the project team and the other employees weren't engaged anymore by the project leader. Then you need to see who becomes the spokesperson towards this group. However, this arrangement was not done during the project". (AD1-190). "After the first day of the change, we made sure that the other colleagues also knew what was done by informing the project team to communicate their implemented changes in a newsletter
towards all other colleagues that were not there during the change" (IC2-183).
Practices of
empowerment (CA): Individual/informal practices:
-
Individual / informal practices executed by the Change Agent to empower change recipients on an individual level via informal practices, such as: actively listening to ideas, coaching change
recipients, and expressing support towards employees’
high-performance expectations, - Frequently giving a change recipient feedback on an individual level Deductive
Frequently giving a change recipient feedback on an individual level contributes to insights of future expectations of the change recipient.
"The project leader gave me feedback regularly. But this was in two-ways. As I was part of the project team and head of
department, I also gave her feedback as I knew the people and the process very well and the project leader is further away from this" (MAN3-366). "I believe that the project leader engaged a lot of times with the head of department to make sure that everything was on track, as it also a new department for the project leader to execute the problem with" (CO3-393).
Actively listening to ideas from employees
and acting on it. Deductive
Practices of formal and/or organizational empowerment executed by the Change Agent. Through actively listening to ideas from employees and acting on it, employees feel heard, contributing to trust between the change agent and recipient.
"I actively listened by sitting next to someone and asking: What are you doing? Without judging it and really showing sincere interest". (IC1-177). "The project leader did listen to our ideas and suggestions and also gave feedback on these ideas. Furthermore, he also thought along with us. (CO1-304).
Asking questions in a coaching manner.
Deductive
Practices of formal and/or organizational empowerment executed by the Change Agent. Asking questions in a coaching manner allows the change recipient to solve problems on their own, increasing ownership of the change.
"When we had questions, the project leader asked us: What would you do to solve this problem?". (NU1-218). "I am not the one who would tell them what to do. I can give them tips and possible working forms, but they are the ones who need to customize it for their own department" (IC4-122). Expressing support towards change recipients high-performance expectations. Deductive
Practices of formal and/or organizational empowerment executed by the Change Agent. Through expressing support towards change recipients’ high-performance expectations, change recipient's trust and confidence is further increased in the change.
"The project leader really supported me in my effort when I had a pilot in my department. He really helped me out when needed" (MAN2-478). "I received support from the project leader frequently, also when we had setbacks. She was very active, and this also contributed towards my feeling that I was being listened to" (MAN3-539). Provide job
autonomy from bureaucratic forces
Deductive
Practices of formal and/or organizational empowerment executed by the Change Agent. Through providing job autonomy from bureaucratic forces, change recipients have the opportunity to focus more on the change itself as the change agent frees the change recipients from these forces due its hierarchical power.
"I also made sure that they had the time off to let them work on the project by
communicating with the head of department that they needed to have a part of the day off every month for the project" (IC2-185). "I did unscheduled people at the end of the day, so that they were early off and could attend the project meetings". (MAN3-442). Expressing
appreciation on an individual level
Deductive
Practices of formal and/or organizational empowerment executed by the Change Agent. When appreciation is expressed on an individual level, change recipients gain trust in their approach towards the change, helping the change to push forward.
"During the project, I sometimes walked by and had some talks with individuals about how the project was going and what they were doing, but also having personal talks. I think this was greatly appreciated" (IC1-238). "I realized that I never give compliments on an individual level as a projectile. This is because I always try to look for new ways to improve. However, I am wondering if I could accomplish more if I give compliments. This triggered me to focus
on this aspect during my role as a project leader" (IC4-543).
Perceived empowerment
- -
Give change recipients a sense of control to steer the change and create ownership among change recipients.
- Role of project leader
Inductive
The way change recipients perceive the project leader within the lean change project and how this affects the overall perceived
empowerment.
"What was nice was that the project leader was a neutral party in this project. Me, as a head of department within the project team do have a certain interest in the project". (MAN1-348). "The project leader has an overall view and knows with her toolkit how to move along in the project" (CO2-214). Information sharing
Deductive
Information sharing relates to providing sensitive information to change recipients on business operations, such as financial, productivity and quality performances, increasing transparency between the leader and employee.
"I would have been interested in the financial results the change would have generated. This was not included in the explanation". (NU1-159). "This project really opened up my eyes as I was now in contact with the other departments and heard their problems and see the effects of the problems" (MAN2-447).
Autonomy through boundaries
Deductive
Through establishing structures and practices within the organization a climate of empowerment among employees is stimulated.
"The project members decide what the priorities are, and I try to underpin it with data. They themselves choose where they want to work on, as they are the ones who have those insights in their own work, no me". (IC1-252). "The project leader explicitly said: You guys have to do the work, we are only here to facilitate. They did provide some tips when necessary, but it became very clear that we were in control". (NU1-182).
Team accountability
Deductive
Team accountability relates to the individual/informal level practices in use and is the perception of that teams are the centre of decision-making authority and accountable for their own performances within the organization, supported through individual/informal practices.
"As the team was responsible for the input on the DBC errors, I also took responsibility for this as an Advisor" (AD1-406). "The team is responsible for their own waste-board and therefore everyone in the team has a large influence on this project. The project team is responsible for creating action lists and they report this towards the colleagues on the work floor. Through this waste-board, the colleagues on the workflow are also able to participate". (IC2-196).
Role of head of department
Inductive
The role of the head of department between the practices of
empowerment and the perceived empowerment
"The project leader has delegated some tasks to the head of department, as he is the one in charge and knows the dynamics within the existing group" (CO2-215). "To gain trust and find an appropriate balance between experimenting and progressing, I try to buddy up with the head of department and help him and reflect him in his approach" (IC4-146).
Change readiness
- -
The extent to which change recipients are cognitively and emotionally inclined to accept, embrace, and adopt a particular plan to alter the status quo.
-
Individual level: Cognitive component
-
The cognitive component of change readiness is concerned with an individual’s belief that a change is needed and has the capacity to successfully lead the change.
-
Need to change
Deductive
When a change recipient sees a high need to change within the environment, it is less likely that the change recipient neglects the projects when there are
implementation problems.
"There is a group that is fine with this situation. They come at work, do their job and then leave. They don't see the necessity to change" (AD1-463). "The project team was really positive about the project. However, there was one group, outside the project team, that was really resistant towards the change". (IC1-98).
Need to change for own work tasks
Inductive
A change recipient might see the benefits of the change for the whole organization but sees disadvantages for his/her own work tasks.
"There were a lot of delays during the project. Small tasks, such as phone calls, were sometimes delayed with two months. Small steps in the project therefore took a long time. I talked with the head of department, and the underlying reason was that as the work consisted 27% of the time out of handling errors, a substantial loss of their tasks would be gone after the project". (IC1-281). "As we continued the project, the head of department was not so sure anymore if one of the process steps within his department was redundant. However, this step didn't include any added value for the patient. But the head of department said that there was too much turmoil in the department to take this step away right now". (IC5-144). Appropriate
solution to the problems
Deductive
When a change recipient experiences the change as the appropriate solution to the problems within the department, it is likely that the change recipient will push forward, also during implementation problems.
"I view this project as a kick in the right direction, but after the completion of this project you actually need to hang in there" AD1-540). "I do believe that this is the way to go to solve the problems that are related at the operating theatre and the problems that are related to this department, such as our department" (MAN2-515).
Capacity to change
Deductive
How the change recipients experience his/her capacity to change (skills, time)
"I think that a part of the people outside the project team didn't have the capacity to change. As they worked years and years this way, this is really hard to change. They probably should first see it before they believe it". (IC1-364). "The members in the project team were really taking responsibility and had the capacity to change. They were really enthusiastic and eager to learn". (IC2-261).
Confidence to change
Deductive
Expresses of the change recipient’s self-confidence in the change.
"I think that some employees outside the