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CULTURAL TRANSFORMATION IN THE CJG SCHIEDAM

Master thesis, MscBA, specialization Change Management University of Groningen, Faculty of Economics and Business

November, 2009

Iri Angeli

Studentnumber: 1412906 Moezeldreef 171 3561GA Utrecht tel: 06 48010680

e-mail: s.angeli@student.rug.nl

Supervisor/ university Mark Mobach

Supervisor/ field of study Anne Graumans Andersson Elffers Felix

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Abstract

The research question of this paper is to identify the desired culture for the CJG Schiedam and to examine how the needed cultural change can be stimulated. The CJG Schiedam is an organization consisting out of a variety of care providers. The goal of this organization is to help the client in the best possible way, to signal problems timely, to avoid escalations and to coordinate the available help. In order to reach the goals several desirable values and behaviours are identified. The culture of the CJG must be open, communication and teamwork are essential. Also, professionalism, efficiency and accessibility are important values when dealing with the client. In literature many tools contributing to cultural transformation, were found. Communication, involvement of employees, training and the workplace design are variables which can stimulate cultural change when used effectively.

In this research the tools mentioned are examined in the CJG Schiedam and an extensive review is provided. It is found that these tools can contribute to the desired cultural change process of the CJG Schiedam. Partly this is achieved already, partly this will be achieved when taking the several recommendations, provided in this article, into account.

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CONTENTS

1. Introduction 4

2. Theoretical background 9

2.1 Organizational culture 9

2.2 Classifications of culture 10

2.3 Describing culture 12

2.4 Redefining organizational culture 13

2.4 Conceptual model 23

3. Research Methodology 24

3.1 Qualitative analysis 24

3.2 Gathering data 25

4. Results; Cultural transformation in the CJG Schiedam 29

4.1 The desired culture for the CJG Schiedam 29

4.2 Review of the cultural transformation tools in the CJG Schiedam 32

4.2.1 Communication 33

4.2.2 Involvement of employees 39

4.2.3 Training 41

4.2.4 Workplace design 45

5. Conclusions and Recommendations 50

6. Discussion and limitations 55

References 57

Appendix I 62

Interview Questions 62

Appendix II 65

Documents and Web sites reviewed 65

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Introduction

In the Netherlands a variety of organizations, focusing on supporting families and youth, exists. Some organizations are responsible for basic health care of children and youth, whereas others concentrate on child and youth welfare. The problems they deal with are diverse and include supporting parents in the nurture of their children, as well as protecting children from an unsafe environment.

Whereas several diverse organizations are responsible for ensuring youth and family welfare, the past few years the external pressure they faced was severe. The murders of Géssica Gomes and Savanna in 2007 were two cases which proved the inadequate cooperation of care providers. According to the inspection of child welfare (inspectie gezondheidszorg) in both cases several signals were ignored while essential information was not exchanged (IGZ, 2007). Brinkman and Beker (2007) claimed that care providers do not communicate with each other, do not exchange information and knowledge and do not cooperate when needed. As a result, problems are overlooked or mistreated and serious signals are ignored.

During the “Balkenende government II”, operationg JONG was set up. This program aimed at a youth policy according to which care providers would work cohesively and coordinated.

As a reaction to this operation, as well as to the messages mentioned above, minister Rouwvoet proposed a Centrum for Youth and Family (CJG). The CJG would be a network organization consisting out of several care providers. The goal was to improve the cooperation and communication between organizations, in order to provide fast, appropriate and especially coordinated help and advice (Basic model CJG, 2007). Until 2011 at least one CJG had to be present in every city of the Netherlands.

The CJG provides support to children from 0 to 23 years and to their families. The focus within the CJG lies on preventing and signalling problems as well as offering advice and help, mainly when minor problems are detected (Basic model, 2008). When serious problems arise, the CJG searches for the best available help for a child or family and makes sure that this is available as soon as possible. According to the law “wet maatschappelijke ondersteuning”, every CJG must pursue five main functions; (Ministry of VWS, 2008);

- Providing information and advice - Signalling problems timely

- Addressing families and parents to the right care provider - Coordination of care

- Providing support in minor problems concerning education and development

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Moreover, every CJG should have a link with certain care providers such as the Jeugdgezondheidszorg (GGD, Consultatiebureau), Bureau jeugdzorg and “Zorg en Adviesteam”. This is prescribed by the Basic model of the CJG (2008).

Whereas the functions of the CJG and the link with certain care providers are obligatory, the design of the CJG concerning concrete goals and exact parties of which it can consist, can differ per district (Basic model CJG, 2008; Ministerie VWS, 2008). What have to be noticed is that a link with several parties must be realized, however the care provider does not have to be incorporated as a whole into the CJG. Employees of the several care providers work mostly part time in and on behalf of the CJG. However, most of them remain bounded to their own organizations.

At the moment 122 CJG’s have opened their doors in the Netherlands. In the larger districts more than one CJG’s are opened in order to increase the accessibility. One of the CJG’s which will officially be opened in September 2009, is the CJG Schiedam. Some of the parties participating in this CJG have already moved into the new building and fulfil their work, whereas others are still waiting for the last preparations, in order to move and to be able to function.

CJG Schiedam; The CJG Schiedam is a cooperation of several care providers, providing basic health care and warranting child and family welfare. Besides the basic health care, the parties are responsible for signalling problems, dealing with small scale problems as well as seeking additional help when required.

In order to provide a better understanding concerning the tasks and functions of the CJG Schiedam, the responsibilities of the five parties linked to the CJG are described; Flexus Jeugdplein focuses on signalling problems timely and providing advice when minor problems are detected. Help and support in order to deal with serious and more intensive problems is also provided, when addressed by Bureau Jeugdzorg. Bureau Jeugdzorg provides care to parents and families of children and youth under 18 years, who have educational and developmental problems. They determine which kind of care is needed and support the children and families themselves or address them to the right care provider. A third organization, Careyn, provides a complete range of preventive care, treatment and housing in the residential area. Their service is adjusted on the specific circumstances and requirements of the customer. A part of Careyn is integrated in the CJG namely the

“consultatiebureau”. This part offers basic health to children from 0 – 4 years old. Attention is paid to physical examination, growth and development of the child. When problems are detected in one of these areas, advice is given. GGD is also a care provider integrated in the CJG and offers preventative health care. Finally, MDNW focuses on giving advice and

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assisting people who face problems concerning their economic and social situation. The goal of MDNW is to support and stimulate their clients in creating their own opportunities in order to live a happier and more balanced life.

Clearly the CJG Schiedam is a network of several care providers who have to reach their own goals and responsibilities. Together, however, these parties have to realize the five main functions of the CJG. The vision and mission of the CJG Schiedam is pursuing a coordinated policy, concerning the care providers for youth and family. In order to realize this mission four goals are set (Een kind, één plan);

- tracking and following youth and families where risks and problems are present

- providing easy access to all parents and youth who need information and advice concerning education and development.

- Providing help and support timely in order to avoid the escalation of problems.

- Foreseeing effective coordination between parties which provide care and support to families and youth.

As described earlier, CJG’s are incorporated in order to stimulate care providers to work cohesively and coordinated (Basic model of CJG, 2007; Commissie Zorg om Jeugd, 2008).

Mistreatment of problems and ignorance of important signals were a result of miscommunication between care providers. Information was not exchanged, and cooperation was lacking (IGZ, 2007 Brinkman and Beker, 2006). Thus, it can be concluded that in order to signal problems timely and to deal with family and youth problems appropriately, more teamwork between organizations is required. Within the CJG, working together and combining forces in order to avoid and solve problems is therefore essential.

As de Bock (2009) claims, professionals will have to combine their earlier autonomy with the new need of cooperation and teamwork. To avoid escalations, care providers should deal with real life cases cohesively. Professionals should ask advice to colleagues without hesitation and they should approach other care providers when dealing with complex problems. Communication with their peers as well as with professionals from other organizations is needed. From the above, it can be assumed that values like open communication and teamwork are essential. Moreover, asking advice and discussing a case with peers should become a habit rather than the exception.

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Problem description; As communication, exchange of information and cooperation between professionals is needed, it can be stated that new values and behaviours are required within the CJG.

According to Hofstede et al (1990) and Sanders and Neuijen (1999) values and norms, rituals and symbols and finally behavioural patterns present a culture. Schein (1990) confirms this, as according to him culture is defined by norms, values and behavioural patterns of employees of an organization. Van Muijen (1994) claims that organizational culture is a gathering of values, norms and patterns which are responsible for the way members of an organization interact. Larson gives a broad but rather complete definition (2002) by describing culture as the way we do things around here. Finally, according to Larson (2002) the process of converting a set of broad approved core values into behaviours is called cultural transformation.

Apparently, a culture has to do with norms and values but also with ways of interaction and forms of behaviour. As Brook (1983) suggests, for a cultural change, the behaviors must change: leadership, organizational and workforce. This implies that in order for the CJG Schiedam to adopt new shared values and behaviours, a new culture has to be defined/

created. A culture where care providers serve the client in the best possible way through teamwork and communication seems desirable. Next to communication and teamwork, values already rooted in the care providers as for example professionalism and confidentiality should also not be ignored. As the CJG is a complex organization where several values and behaviours are important, it seems wise to first describe the desired culture. The desired culture is the culture which will contribute to an effective CJG. It is assumed that through this desired culture the problems faced at the moment will be solved.

The description of this culture can be achieved by taking into account the desired values and goals set by the (local) government. Also the desired behaviours and values set by the CJG leadership will be described and analyzed. In the theoretical background and in the methodology it will become clear how desired values and behaviours will be further identified.

Moreover, in order to stimulate the desired cultural change within the CJG Schiedam, it is fundamental to study which changes are necessary during cultural transformation.

Conducting research concerning tools which support cultural change, is required. It is expected that “soft” tools as for example communication and involvement of employees may play a role in changing the culture of the CJG. After all, as stated earlier communication has to be improved in the CJG Schiedam. Moreover, as the care providers are organizations consisting out of professionals, involvement of organizational members may be a condition to change their values and behaviours. Furthermore learning how to

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work within a team may be needed in order to achieve cooperation between care providers.

Finally, the care providers have moved to one central building. It therefore seems important to conduct some further research into the influence of workplace (design) in changing organizational culture.

Concluding, the purpose of this research is firstly to determine the desired culture for the CJG Schiedam. Secondly the tools which can be used in order to stimulate the desired cultural change will be analyzed. Consequently, the research question of this article is the following;

Which is the desired culture for the CJG Schiedam and how can this cultural change be stimulated?

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2. Theoretical background

2.1 Organizational culture

As described in the introduction, organizational culture has been defined in several different ways according to the literature. The definition that probably fits most into this article and the case of CJG Schiedam is the one given by Larson (2002); corporate culture is the personality of an organization. And that personality is defined collectively by the people who work there. Culture is the way we do things around here, it is the way we behave towards the people we serve.

Because the CJG Schiedam has to define and create a new culture, it is essential to describe the importance as well as the influence of organizational culture in detail. A high interest for organizational culture, forms of culture and their influence on organizational processes and problems, has been detected since the early 1980’s (Burnes, 2004). Authors like Peters and Waterman (1982), Kraft (1982) and Deal and Kennedy (1982) drew attention to organizational culture and its importance, with their work. Peters and Waterman (1982) argued that organizational culture is the main driver of organizational performance. Keuning (1998) stressed the value of culture by illustrating its two most important functions namely;

providing fixed patterns for handling and solving problems, and reducing uncertainty for members of the organization when confronted with new situations. Nevertheless, Wilson (1992) warns that culture is not to be blamed for every organizational “illness”.

From the above, it becomes clear that even though culture can not solve or create any organizational problem, it has a great influence on the behaviour of organizational members and on the organizational performance as a whole. When practices and work processes within an organization change, when different behaviours are needed, culture will play an important role, as it is the personality of an organization (Hofstede, 1998).

Until now the definition as well as the importance of culture is stressed. However, the goal of this paper is to redefine the culture of the CJG Schiedam. In literature the importance of describing the desired culture before redefining it is addressed; According to Tunstall and Brooke (1983) in order to manage cultural change managers must first become aware of the current and desired elements of corporate culture. Second they must decide which elements can be retained and which will support future goals and strategies. Finally actions must be taken in order to implement the required changes and redefine the culture.

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Identifying the elements of the desired culture is also proposed by Dombrowski et al (2007). They argue that when the goal is to change a culture for example into an innovative one, the elements of an innovative culture should be identified. Then the relevant elements should be implemented into the organization, in order to change the culture. This is also confirmed by Cameron and Quinn (2006) who state that when wanting to develop a certain culture the elements of that culture should be identified and stimulated.

From the above we could assume that in order to change the corporate culture it is firstly important to identify the elements of the desired culture. How culture can be described and classified will therefore be highlighted below.

2.2 Classifications of culture

Many of us wonder how it is possible to describe something as vague and unclear as culture. Aspects of culture like values and norms are often invisible and unconscious, making it difficult to describe or classify the culture of an organization. According to Larson (2002), corporate culture is comparable to human personality. You can not see it as it is intangible but you can describe it through ways of behaviour. According to literature (Cameron and Quinn, 2006; Handy, 1976; Neuijen, 1992) many types of culture exist. Also, several instruments can be used to describe and classify organizational culture. A description of these instruments will be given below. Based on this description a way to describe the desired organizational culture in the CJG Schiedam will be chosen.

One of the most known classifications of culture is the one used by Handy (1976). He describes four types of organizational culture; a power, a role, a task and a person culture.

A power culture is often found in small entrepreneurial organizations and is associated with a web structure with one or more powerful figures at the centre, wielding control. A role culture is found in bureaucracies and organizations with mechanistic rigid structures and narrow specified jobs. In these organizations rules and procedures are essential, as well as hierarchical positions and authority, security and predictability. Instead, an organization with a task culture is job oriented. Tasks are not specified, and teamwork, flexibility and creativity are encouraged. Finally, in a person culture the focus lies on the individual and her/ his needs. Mostly it is a cluster or network of individual stars.

According to Deal and Kennedy (1982), four types of organizational culture can be identified; The tough guy, macho culture is characterised by individuals and risk taking. The work hard pay hard culture is defined by risk aversion and quick feedback on performance.

Furthermore, the bet your company culture is characterised by high risk taking and very long feedback time. Finally, when a company is characterised by low risks and slow feedback the culture can be defined as a process culture.

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Other authors who classified organizational culture into several types are Quinn and Mc Grath (1985). The Market, according to them, is defined by rationality and goal oriented organizational members. The Adhocracy is characterised by risk oriented members and charismatic leaders. The Clan focuses on participation, consensus and concern for others. In the last one, the Hierarchy, hierarchy, rule based authority and risk avoidance play an important role.

Clearly, the different classifications of culture described above, are based on different characteristics and aspects. While Handy focuses on aspects like the role of bureaucracy, hierarchy and job description, Deal and Kenney focus on the amount of risk taking and the duration of feedback processes. Finally, Quinn and Mc Grath combine the above factors as they focus on both risk avoidance and the importance of hierarchy. Moreover, they add factors like leadership and individualism.

Besides the model of Cameron and Quinn (1999) another more recent and well known classification of cultures is provided by the model of Hofstede (1994). The model describes six dimensions namely;

- process oriented versus result oriented

- job oriented versus people/ employee oriented - professional versus parochial units

- open versus close systems

- tight internal control versus loose internal control

- a pragmatic versus a normative way of dealing with the environment.

The first dimension is obvious; a process oriented organization focuses on bureaucratic routines whereas a result oriented organization focuses on outcomes. A job oriented organization takes responsibility for the job performance of employees. On the contrary an employee oriented organization takes responsibility for the member’s well being as well as their job performance. The third dimension describes the professional organization, where employees identify with their own profession. In parochial units members identify primarily with the organization they work with. The fourth dimension refers to the style of communication, both internal and external, and the admittance of newcomers. The tight versus loose control dimension refers to the degree of formality. Finally, the pragmatic way deals with the environment in a flexible way whereas the normative way refers to a rigid structure and inflexibility. The dimensions of Hofstede are based on three values; safety, work importance and authority. The importance of these dimensions is also confirmed in the study of Reenen and Waisfisz (1995).

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2.3 Describing culture

The classifications described above are helpful in understanding organizational culture.

Ultimately however, a way to describe the culture of the CJG Schiedam should be established. As Ouchi and Wilkins (1985) claim “Within the organizational culture field there is as yet no single pre-eminent point of view or methodology for the study of culture, but rather a rich mixture of ideas and approaches, which range from anthropology to social psychology and organizational sociology”. An overview of approaches and suggestions concerning the description of organizational culture will be provided below.

Cameron and Quin (1999) use a quantitative method in order to classify culture into one of the four categories described above. A questionnaire consisting of six aspects is used to asses whether a culture is a clan, an adhocracy, a market or a hierarchy. The statements include several subjects; dominant characteristics, leadership, management style, organizational glue, strategic emphasis and criteria of success. This organizational culture assessment instrument (OCAI) is easy to use, has a reliability varying from .71 and .83 (Cameron & Quinn, 1994, p.36) and has been used by many researches in the past.

Besides Cameron and Quinn, many authors have used questionnaires in order to define corporate culture. Harrison (1972) claims that with the “organizational ideology questionnaire” an organizational culture can be described and categorized in the types of culture earlier mentioned by Handy (1978) (power, role, person, task). The original questionnaire is however not available. O’ Reilly (1991) is also in favour of a quantitative analysis in order to define an organizational culture. He has designed the organizational culture profile (OCP) based on several statements. Respondents have to order these statements from less to most suitable. Although the reliability of this instrument is high, the validity is questionable. Moreover, this instrument is unavailable. Finally, an instrument comparable to the OCP concerning the dimensions it uses, is the organizational culture inventory by Cooke and Szumal (1993). This instrument can however only be purchased from the company Human Synergestics.

Apart from quantitative analysis, qualitative analysis is also used in order to study and describe corporate culture. Neuijen (1992) is an supporter of qualitative analysis including open interviews and observation. Deal and Kennedy (1982) argue that qualitative analysis is needed in order to describe an organizational culture. A longer time of observation, interviews and participating in an organization, are necessary in order to provide a clear picture of the organizational culture. Schein (1992) confirms this and adds that culture itself cannot be defined, only the elements of culture can be described.

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As becomes clear both quantitative and qualitative analysis can be used to describe an organizational culture. However, the only quantitative method which does not have to be purchased and has a high validity and reliability is the OCAI of Cameron and Quinn (1999).

Nevertheless, this model can not be used to describe the culture of the CJG Schiedam.

Firstly, in the CJG Schiedam the desired culture instead of the current has to be described and secondly a combination of values can be expected to be important; professionalism and results are important as problems must be avoided and solved. However as pointed out in the introduction, communication and teamwork are also essential. Care providers have to cooperate and communicate in order to reach their goals. These values have to be embedded into the culture and employees must behave accordingly. Therefore it does not seem wise full to pursue the classification of this culture into one certain type. Based on the claim of Alvesson (2002) that a culture is a complex concept and an organization can exist out of many “sub cultures” which are often ignored, it can be assumed that actual measurement of organizational culture by using a single questionnaire or model is a great challenge and often unreliable.

For the reasons mentioned, the starting point in this case study will be the belief of Schein (1992) that the elements of culture can be described rather than the culture itself. As described earlier, Dombrowski et al (2007) and Tunstall and Brooke (1983) also confirm the important of identifying cultural elements. As in this the case, care providers have to combine their forces and work together, a desired culture has to be formed and described.

The current culture of each of the care providers is less important. Instead, the elements of the desired culture of the whole CJG should be identified. In this case study the desired culture will be described based on observation and interviews as proposed by Deal and Kennedy (1982). According to the authors observation, interviews and participation can provide a clear picture of the organizational culture. To help us define the culture of the CJG some of the dimensions of Hofstede will also be used. The dimension open versus close seems to be appropriate when analyzing the case of the CJG as the care provides have to combine their autonomy with teamwork. Finally formal documents will be used to describe the goals and the expected behaviours in the CJG. A more detailed argumentation of how the desired culture will be described will be provided in the methodology.

2.4 Redefining organizational culture

As described in the introduction, in this research it is not only important to describe the desired culture but also to stimulate this culture. Is it however possible to create, stimulate or change a culture? In literature the opinions around this topic differ substantially.

According to Brown (1955) the opinions vary especially on the degree of complexity of changing an organizational culture.

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Most authors agree on the fact that changing a culture is a time consuming process.

(Drennan, 1992; Pascaris et al, 2008; Schein, 1984). Schein (1984) points out that changing culture is possible but concerns a painful process which cal lead to great resistance. Drennan (1992) confirms this by stating that changing organizational culture requires lots of patience and time. Reason for this, is the fact that culture consists mainly out of habits. Pascaris and others (2008) argue that adopting and embracing new practices takes time. Argyris (1993) adds that the pull of a dominant existing culture to return to old practices, is strong.

Although the process of changing or stimulating a new culture can be time consuming and requiring lots of efforts, it can be assumed that it is possible. After all, as Handy (1976) notices, when changing a culture the goal is to change behaviours, not to brainwash organizational members. Hofstede (1994) supports this statement as he suggests that employees will become socialized to the practices of their work environment, however most of their values are deeply rooted. He claims that as work organizations are not total institutions, organizational cultures differ and change more superficially that for example national cultures. Nevertheless, the complexity of the process must not be left unnoticed.

Patterns and behaviours are developed by repetition over time (Drennan, 1992) and therefore time is essential when attempting to change or “create” an organizational culture.

There are no quick fixes when it comes to redefine a culture but in the long run all the work will pay huge dividends (Javon, 2002).

It is interesting to notice that standard models in order to change organizational culture do not exist. As Hofstede (1994) states a single formula for success is lacking. Changing or stimulating a new culture is influenced by many variables mentioned in literature. In order to find out which instruments can be used to redefine or stimulate the desired culture for the CJG Schiedam, it is important to conduct literature search concerning these tools.

During this analysis rewards and career opportunities will be left out of the picture. As professionals of the CJG Schiedam are tied to their own organizations concerning these hard HR elements, the analysis of these tools will be excluded from this article. Moreover, tools that have to do with the behaviour of leadership will also be excluded. Many authors state that leadership is a critical ingredient of organizational culture (Larson, 2002; Maurer, 2009). Leaders have to “walk their talk”, be trustworthy etc. However, because employees of the CJG Schiedam are tied to there own organizations (Caryen, GGD etc) leadership in the CJG is limited. Moreover, the CJG coordinator who can be assumed to be the informal

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leader of the CJG is not hired yet. For this reasons as well as due to the scope of this article, it will be difficult to asses this subject further.

Besides rewards and leadership, plenty of other tools which can be used in order to stimulate or redefine organizational culture, are mentioned in literature. An overview of these tools is provided in this section.

Communication; In literature communication is presented as an important variable for changing/ creating organizational culture; when perspectives differ of have to change those in power need to speak clearly and persuasively to impose their meanings on members (Durant and Cashman, 2003). As stated by Brown and Starkey (1994) “Communication, like culture, is a contested term that has been subject to a multiplicity of definitional formulations”. Probably one of the most complete definitions is the one provided by Fisher (1983: 4); “Organizational communication, like other forms of communication, involves making and interpreting message-displays. It forms a part of an ongoing process that includes patterns of interaction between organization members that both emerge from and shape the nature and actions of the organization and the events within it”.

Javon (2002) argues that a cultural shift requires top down dedication and repetitive communication efforts. Martin (2006) agrees, that communication is essential in order to change or stimulate an organizational culture. Finally, Kotter and Schlessinger (2008) confirm that one of the strategies to decrease resistance during change, is communication.

Several authors also clarify why communication is important when redefining an organizational culture. Giffords and others (2003), state that when a culture changes, for example as a result of a merger, staff must create a deeper understanding and respect for the other’s differences, in order to build trust and cooperation. It can be assumed that this can be achieved through communication, as clear and frequent communication can contribute to getting to know each other’s values and work processes. Moreover, according to Sanders (1991) employees experience a kind of loss when cultural changes are required.

The employees ability to deal with this kind of loss and their ability to adopt a new culture is influenced by communication (Appelbaum et al, 2000). Balle (2008) confirms this by claiming that stress and uncertainty can be reduced by providing information, thus communicating. Robbins (2009) verifies that decisions about changing goals and work methods, as well as decisions concerning reorganizations are the most charged with anxiety and resistance. According to him opening a dialogue is an essential tool to decrease anxiety.

Many forms of communication can be used in order to reduce anxiety, inform members and persuade members of the needed change. Robbins (2009) observes that using simple plain language can contribute to the clearness of communication. Repeating messages is also

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COMMUNICATION

Formal Informal

Listening forms

Reading forms Reading

forms

Listening forms

CLEAR REPETITIVE

important in order to avoid misunderstandings and in order for employees to get accustomed with the new values. Moreover, according to Robbins (2009) listening as well as reading forms of communication should be used, in order to pass through the right messages. Thus face to face meetings as well as memos and newsletters can be useful.

Mobach (2009) also suggests that informal meetings can lead to exchange of information and knowledge. Thus it can be assumed that besides formal memos and meetings, informal espouses can facilitate communication. The forms of communication as well as the terms communication has to meet in order to be effective, are illustrated in figure 2.2.

Figure 2.2; Forms of communication and conditions to be successful

Concluding, communication is needed in order to inform members about the change and new methods or values, as well as to reduce the anxiety which usually accompanies change.

Repetitive and clear communication is therefore important for members to accept a change and live upon the desired values of the new culture. Members should be made aware of the changes and should receive sufficient information. As the impact of communication on changing culture is significant it seems interesting to analyze how communication can be used in order to stimulate the desired culture of the CJG Schiedam. This will be described in detail in chapter four of this article.

Involvement; Whereas communication may play an important role in cultural change, allowing employees to get involved and contribute to the change can also be valuable when changing or redefining organizational culture. Franken, Edwards and Lambert (2001) suggest that in order for a change to be accepted by employees and other stakeholders, understanding the reasoning and the urgency of the change is essential. However, according to the authors communicating the need of change is not sufficient. Involvement of employees and continually motivating them to accept and support the change is crucial. In

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literature many authors support this statement; According to Shadur and Kienzie (1999:

483) if employees are adequately informed about matters that concern them and they are allowed to make decisions relevant to their work, there will be benefits for both the organization and the individual. In addition one of Lane’s (2008) tips related to organizational changes, concerns the involvement of staff in the process of change.

Armenakis and Harris (2009) also emphasize the need of active participation of the change recipients.

Lewis (2001) described why involvement of organizational members is needed; “For the most part people embrace changes they control, and dislike being controlled, which explains why when you lead a change, you need an involvement plan”(p. 41). Kotter and Schlessinger (2008) agree that participation and involvement can lead to decreased resistance to changes. Moreover, Zink (2008) points out that one of the reasons greater focus is placed on employees during changes, is the need for an increased participation in the process of change. According to him discussion with employees concerning the most effective work method is essential. After all they are aware of the needs and challenges of their job and they know their work area better than anyone (Borbidge, 2006).

As described earlier, changing an organizational culture has to do with a change in values and behaviours. Therefore it can be assumed that cultural changes will have a great effect on employees. Due to this impact, it is expected that participation and involvement will especially in cultural changes contribute to the needed change. This is confirmed by Groggings and Millar (1992) who state that employee involvement directed towards motivating and empowering all employees in supporting the business strategy, is a major cultural change agent.

From the above it can be concluded that in order to change an organizational culture, involvement of employees in the process of change is needed. Active participation is valuable in order for employees to accept, to support and embrace the change. To comprehend the concept of involvement further the definition of Claus (1991) is provided.

According to him involvement during cultural change has to do with allowing employees to contribute in the development of the culture, in project teams or work groups. Involvement of employees can be put into practice by meetings in which crucial issues and problems are discussed (Brown, 1995). Providing information and encouraging questions are also tools to encourage people to get involved (Mauer, 2009). In framework 2.3 it is illustrated how involvement can take form in an organization.

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Figure 2.3; Tools to encourage involvement

As involvement seems essential in order for cultural transformation to take place, it is useful to observe how professionals in the case of the CJG Schiedam are involved in the current changes and how involvement can be stimulated even more.

Training; One of the most pervasive methods for communicating organizational goals to new personnel as well as enhancing the productivity of individuals is training (Arthur et al, 2003). Therefore, when organizational culture has to be redefined training seems appropriate for stimulating new behaviours and communicating the purpose of changes.

More specific, according to Lane (2008) knowledge management plays an important role in managing change. Kotter (2008) claims that besides communication and participation, education is a technique to reduce resistance to organizational change. Drennan (1992) points out that training can serve as a form of communicating the new goals and the reason underlying these changes, as well teaching how individuals can contribute to change. New behaviours can be taught, new processes can become clear and ways of collaboration can be stimulated through training.

When using training many factors should be taken into account. The content, the availability and the timing of the training should be appropriate (Schneider, Wheeler and Cox, 1992).

The content of the training should be directly related and reinforce the desired behaviour of organizational members. Also, employees should have the opportunity to apply the behaviours taught and the competences acquired in the workplace. When there is no space for practice back into the workplace most training programs do not deliver the desired returns (Aiken, Keller, McKinsey, 2009). Moreover, training should be available to employees who need it at the right timing (Schneider, Wheeler and Cox, 1992). It can be imagined that training programs which are provided long after the desire for learning is expressed or needed, have minimal results.

Workgroups of employees

Tools to encourage

Meetings of employees

Involvement

Encouraging questions and participation

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Finally it is crucial that training is evaluated to measure whether the effects are the one expected and pursued (Arthur et al, 2003). Many effects can be measured when evaluating training (Kirkpatrick 1959, 1976, 1996); reaction criteria represent trainee’s affective and attitudinal responses to the training program. By learning criteria how much is learned by the training can be tested. Behavioural criteria represent the change in job related behaviours or performance. The behavioural criteria can also be defined as transfer outcomes, which include the generalization of learned material into the job as well as the maintenance of learned skills for a longer period (Baldwin and Ford, 1994: 1).

Aiken, Keller and McKinsey (2009) provide some additional tips concerning effective training programs. They suggest that training should not be a “one time” event but should be reinforced by for example a forum and fieldwork assignments. The assignments should be directly linked to the day jobs of organizational members.

It can be concluded that the influence of training on changing organizational culture is substantial. Effective training is however essential to achieve the desired effect. The conditions for a successful training, described above, are illustrated in figure 2.4.

Figure 2.4; Conditions for a successful training

As the value of training when redefining culture can be significant, if and how training is used in the CJG Schiedam case seems to be an interesting question. Also how training can be used more effectively should be assessed.

Workplace Design; As described in the introduction of this thesis, CJG members have moved into one new building. The impact of one shared building as well as the influence of the workplace design on the work processes of employees should therefore be assessed.

“We shape our buildings and afterwards our buildings shape us.. and then we shape them right back” (Yanow, 2008); in many articles a relation between internal design of a building and culture has been described. Van der Voordt and others (2003) claim that the design of a building and workplaces are visible manifestations of the organizational culture. According to them the design reflects norms and values of an organization. Mobach (2009) suggests

Conditions for a

succesfull training

 Repetitive

 Right timing

 Can be put into practice in the workplace

 Promotes desired job behaviours

 Evaluation

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that physical layout can contribute to organizational change. According to him combining cultural change with changes in the physical location can lead to increased effectiveness. In his book “Een organisatie van vlees en steen” the relationship between workplace design and corporate culture is confirmed repeatedly. It concerns a two way relationship;

organizational culture influences the design of the workplace and the design can influence corporate culture. Van Marrewijk (2006) supports this as he claims that changes in the physical location can influence organizational culture and the work processes of employees.

Ashkanasy (2000) adds that the workplace lay out and design can tell a lot about the respect of the organization towards the individual and his needs and concerns.

The fact that a relationship between organizational culture and physical layout exists, becomes clear. How however is the workplace design capable of changing or supporting organizational culture? According to Walton (1988) the workplace design can be used to stimulate creativity, loyalty and informal contact between employees. Mobach (2009) refers to many previous studies in his book “Een organisatie van vlees en steen” in order to illustrate the relationship between design and communication; Peters and Waterman (1982) had already suggested that the physical location and the organization of the workplace has great effects on the communication. According to Gullahorn (1952) working near to each other can lead to passive contact through casual encounters. Distance between employees can influence their interaction and their social relationships. Allen (1967) added that reducing the physical distance between organizational members can lead to increased communication. In one of his conclusions Mobach (2009) describes that workplace design can facilitate learning and exchanging knowledge by encouraging informal meetings between organizational members. Hermans and Pullen (2006) support the above as they state that design of workplaces influences the satisfaction of employees concerning communication with peers and leaders. According to their research, when employees share workplaces, communication as well as feedback is stimulated. Finally, several other authors claim that the physical environment has an impact on behavior and social interaction (Barclay and York, 2001; Vilnai Yavetz and Rafaeli Yaacov, 2005).

In order for design and physical layout to support organizational and cultural change, many actions can be taken. To improve communication and cooperation between employees informal espouses should be stimulated (Mobach, 2009). Places as for example a lunch room, the location of the coffee machine as well as the elevator, the hallway, the toilet and the pigeonhole can facilitate meetings between employees (Mobach, 2009). An important remark made by Mobach (2009) concerning the “meeting places” is that random meetings do not have to be informal. On the contrary, during these meetings the content of the discussion is often formal. Designing rooms or places which can facilitate small talk is therefore essential when increased communication is needed.

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The communication between organizational members can not only be stimulated by

“meeting places” but also by the layout of their workplace. When the workplace is open and walls between desks are avoided, interaction between employees is encouraged (Mobach, 2009). Moreover, the thesis of Angeli (2009) provides a useful perspective concerning specific workplace designs and their influence on culture. In order to study the relationship between culture and workplace lay out the author related the types of design in seven organizations with the types of culture used in the OCAI, mentioned earlier in this thesis. In the research three types of design are described; a “closed” workplace where every individual has his/ her own workplace, and where privacy and formality are important values. A partially “open” design, where employees can work in individual workplaces as well as in joint workplaces. Finally, an “open” workplace where employees work jointly and where transparency is essential. The third type has two versions; flex places where members can work wherever they want and a form where members can change places only in their own department. The main conclusion of this study was the following; an open design stimulates information exchange, social interaction, informality and fast decision making. However, when flex places are used through the whole organization instead of one department, formality increases. Whereas socialization increases, relations are less personal and real cooperation is influenced negatively.

Obviously the use of communication technology can change the relationship described above (Mobach, 2009). The use of email and internal networks can replace partially the physical distance between employees. However, from the above it can be concluded that an

“open” design where members can work jointly and share workplaces can contribute to an open culture. Also, “meeting places” can facilitate communication, learning and cooperation.

Nevertheless, when the organization is large and consisting out of many departments too much flexibility can also have negative effects concerning cooperation and personal relationships. As the workplace design and lay out can support cultural change it seems interesting to analyze how the lay out of the CJG is designed.

Figure 2.5; Conditions for the workplace design to lead to an open culture Workplace Design

 Sufficient formal meeting places

 Informal meeting places

 Flex places

Open culture

Communication

Exchange of knowledge

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The relation in between; In the previous paragraphs several tools which can be used in order to facilitate cultural change, are described. Obviously the tools illustrated can not be seen as “stand alone” variables but influence and interact with each other.

When conducting research concerning the need of involvement it becomes clear that participation and communication are two interrelated terms. Involvement of organizational members into the process of change can facilitate two way communication, whereas communication can also lead to involvement. Many authors confirm this statement; Maurer (2009) argues that providing information and encouraging questions are tools to encourage people to get involved, thus communication can lead to participation. Moreover, Schadur and Keinzie (1999) state that involvement is composed of three essential variables, namely, participation in decision making, teamwork, and communications.

Clearly, the variables involvement and communication can not always be treated as two separate tools. This is confirmed in literature where the two terms are often used together.

For example; “if employees are adequately informed about matters that concern them and they are allowed to make decisions relevant to their work, there will be benefits for both the organization and the individual” (Shadur and Kienzie, 1999: 483).

Besides the relationship between communication and involvement, training and communication do also relate to each other. Training can enhance several skills and competences including communication skills (Groggins and Millar, 1992). A training program can increase the effectiveness of communication in a team or between organizational members (Groggins and Millar, 1992). Moreover training can be used to communicate organizational goals (Drennan, 1992) and can therefore be seen as a communication tool during cultural change. Finally, training can teach employees how to contribute to the change (Drennan, 1992) which often implies learning employees how to get involved.

Finally the relationship between workplace design and communication is described extensively in the paragraph above. An “open design” with several “meeting places” can lead to increased communication and learning (Hermans and Pullen, 2006; Mobach, 2009;

Laing, 1997; Gullahorn, 1952; Peters and Waterman, 1982).

Concluding, the influence of many tools on redefining organization culture, is illustrated above. Communication, involvement, training and workplace design can support cultural change. The tools can be used separately but combining the tools will probably increase their effectiveness.

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2.5 Conceptual model

The objective of this paper is to describe the desired culture for the CJG Schiedam and to find out how this culture change can be stimulated. In order to stimulate cultural change, describing the elements of the desired culture is found to be important. Therefore, the desired values and behaviours in the CJG Schiedam will be established. Moreover, from the above it became clear that four tools can be used in order to stimulate cultural change namely communication, involvement, training and workplace design. It can therefore be assumed that these tools, when used appropriately, can stimulate the cultural change process in the CJG Schiedam (see figure 2.1) and eventually lead to the desired culture. In order to asses this, it firstly will be determined whether these four tools are used and in which way they are used by the CJG Schiedam. Next to the above it will be assessed whether these tools stimulate the cultural change process in the CJG Schiedam.

Suggestions, concerning how these tools can be used more effectively, will be provided when needed.

The following sub questions are formulated;

- Of which elements does the desired culture of the CJG Schiedam consist?

- Which efforts does the CJG Schiedam currently extract concerning communication, involvement of employees, training and design to stimulate cultural change?

- Do the tools stimulate cultural change and how can they contribute even more in reinforcing the desired culture for the CJG Schiedam?

Figure 2.1; Conceptual model Communication

Design Training Involvement

Cultural change within the CJG

Schiedam

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3. Research Methodology

In the previous chapters an introduction to the CJG Schiedam was provided as well as an overview of the needed theory. In this chapter the methodology will be discussed. This section will be divided into two parts; Firstly, it will become clear why a qualitative analysis is chosen for this research. Secondly, how the data is gathered in order to provide answers to the three sub questions, will be described.

3.1 Qualitative analysis

The importance of cultural transformation for the CJG Schiedam, in order to improve its performance and to function appropriately, is already addressed in this article. In order to stimulate or redefine this culture it was essential to decide how the desired culture could be described. In the theoretical background many models and questionnaires which are useful in determining organizational culture, are presented. In that chapter it already became clear that the desired culture of the CJG Schiedam will be described based on the desired cultural elements. The culture will not be classified into one type or name but an extensive description of needed values and behaviours will be provided.

As mentioned in the theoretical background many writers (Deal and Kennedy, 1982; Schein, 1992) argue that in order to describe culture, observation, participation and interviews, are needed. Moreover, Baarda, De Goede and Teunissen (2005) claim, that qualitative data is used to comprehend certain situations or groups. In this article it is important to describe the desired behaviours of the professionals of the CJG. Therefore the situation the care providers are in, must be comprehended. Miles and Huberman (1994) also argue that qualitative analysis can be used when dealing with a specific case. According to them, qualitative data is well suited when the meanings people place on events, processes and structures should be assessed. From these points of view, qualitative analysis seems relevant in the case of the CJG Schiedam. In addition, it is expected that the desired culture of the CJG consists out of many different values and behaviours. As pointed out earlier, professionalism and results are important, communication and teamwork are also essential.

Moreover, the OCAI of Cameron and Quinn, which is the only quantitative method available to use, is suitable to describe the current organizational culture instead of the desired, as described in the theoretical background. Again, as in the CJG Schiedam it is essential to describe the desired culture for the whole CJG, the OCAI does not seem useful. A current culture for the whole CJG does not exist as it is the first time that the care providers operate under one roof in the name of the CJG. Also, the current culture of each care provider is less important as the goal is to describe the culture for the whole CJG. From the above it can be concluded that in order to describe the variety of desired values, observation and interviews seem more appropriate than using a single questionnaire or model.

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