THE IMPACT OF CHANGE MANAGEMENT ON ORGANIZATION: A CASE OF

KADUNA POLYTECHNIC, KADUNA

By;

FATIMA ABDULKADIR BELLO

NDA/PGS/FMS/MGT012022/P12083

A SEMINAR PRESENTATION SUBMITTED IN PARTIAL FULFILMENT FOR THE

REQUIREMENT OF THE DEGREE OF MASTER OF BUSINESS

ADMINISTARATION OF THE NIGERIAN DEFENCE ACADEMY, KADUNA

NOVENMBER, 2023

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 TABLE OF CONTENTS
Abstract
Table of Contents
List of Tables
Liust of Figures
List of Abbreviations
Chapter One
1.0 Introduction
1.1 Background to the Study
1.2 Statement of the Research Problem
1.3 Research Objectives
1.3.1 General Research Objective
1.3.2 Specific Research Objectives
1.4 Research Questions
1.4.1 General Research Question
1.4.2 Specific Research Question
1.5 Significance of the Study
1.6 Scope of the Study
1.7 Organization of the Study
Chapter Two
2.0 Conceptual, Theoretical and Literature Rerview
2.1 Conceptual Review
2.2 Theoretical Review
2.3 Literature Review
Chapter Three
3.0 Methodology
Chapter Four
Result and Analysis
Chapter Five
Summary, Conclusion and Recommendation

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 Abstract

For any organisation to continue to remain afloat, it must always position itself to competitively
struggle for the limited resources from the ever changing and dynamic environment, not only by
responding to change but looking out for change. Change is always occurring in all aspect of the
organization. A purposive sample of 60 senior staff members directly involved in managing
organizational change participated. Data collection was based on secondary and primary
sources. The data collected from questionnaires and secondary sources was summarized
according to the study themes; being change management and its effects on organizational
structure as it affects Kaduna Polytechnic. Quantitative data was analyzed using descriptive
statistics like mean, mode, median and frequencies. Results were presented inform of charts and
tables for quantitative data and in prose for qualitative data. This study found that there are
changes in the management of faculties. There are also changes in the requirements and
performance of the staff, where administrative staffs are now to have at least a bachelor’s degree
in relation to the positions they occupy. Changes were found to affect the organization human
resources in terms of downsizing, outsourcing and recruiting more staff to fill some new posts.
Technological changes in terms of enhanced internet bandwidth in the university have
considerably had a significant impact on the operations of Kaduna Polytechnic both in
Academic and administration. The methodology adopted in the study is exploratory approach. It
examined the literature to present the impact of change management on organization considering
Kaduna Polytechnic as a case study. The paper commenced with the conceptual literature, to the
theoretical literature, empirical literature, findings from the literature, the conceptual framework,
draw conclusion from findings and made recommendations for organisations to avail themselves
of the services of experts in human capital management, to handle change implementation
programmes for them.

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 CHAPTER ONE

1.0 Introduction

Studies has shown that there are various factors inducing change in the organizations and such

changes require management because the organization cannot but cope with change in their

organizations and their environment. Organizational change has generally been affecting every

aspect of the organization. However, individual employee basis for change and change

resistance have not been adequately researched. The only certainty in modern organizational life

is countless change which is inevitable. It is increasingly common to hear and read about rapid

pace of change in the world around us. The rapid pace of change in the world has been

influencing organizational functioning and their managers. Bharijoo (2005) opined that

managers can no longer be successful if they are unaware of the need for adaptation and unable

to bring about changes in their organizations and their method of management. An organization

not being capable of adjusting with changes in time and situation is sure to go out of market or

existence. To keep up the survival, each organization requires coping with dynamics of the

society - organization is to work in society and changes around the society will also influence

organizations.

Organizational change refers to the changes in organization-structural relationship, work/job

responsibility, attitude and behavior, values and norms, rules and regulation etc. Newstrom and

Davis (1996) viewed that change within an organization calls for a modification of the

relationships, responsibilities or behavior of individuals who are members of the organization.

Thus, organizational change indicates adjustments, modifications and alterations needed to carry

out in relation to attitude and outlooks of organizational members, work relationships and

responsibility, structure and procedures and inter-personal dealings. According to Burnes (2004)

change is an ever-present feature of organizational life, both at operational and strategic levels.

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Nature of change can be classified into two - internal change and external change. Internal

change refers to the changes in management style, resource mobilization, tools equipments,

machinery, methods, technology, techniques used, process and procedures and organizational

structure. External change refers to the changes in economy, social structure, government

policies, location, acts and regulations, science and technology, political changes and labour

market etc. Modern organizations are open systems because both internal and external factors

and forces are related to its workings. Higher performance, acceptance of new technologies,

cooperation and support and decreased turnover and scrap are the common objectives of

organizational change.

Kanter (2008) posits that organizational changes are expected to bring about changes in

organizational structure and procedure to suit the prevailing environment, and in working.

Frequent and often pervasive change is becoming a fact of life as organizations face increasing

challenges in an ever-competitive business environment. This situation breads frequent change

requirement and change management (Dunphy et al 2003). Companies are now finding it more

difficult than ever to cope with the myriad of changes necessitated by these adjustments so as to

minimize employee resistance. Change management has been generally looked at from the

purview of the organizations to the detriment of the individual employees. Change as been seen

as a group action rather than been viewed as an individual employee issue and from individual

perspective source. Change management implementers have neglected some or all of the nature

of the change; the totality of other change; the process by which change is managed and the

predisposition of the individuals experiencing the change. These challenges may have a great

influence on change impacting on organizational survival.

It is difficult to ascertain the type of change that could help in dimensioning different changes

that influences individual responses. There has been general neglect of individual differences or

personality characteristics. Therefore, the impact of individual differences on what has change

and how that change has been managed will be difficult to measure (Luecke 2003). Many

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change attempts have been resisted irrespective of the positive impact it may make. Resistance is

seen as a barrier but research has shown that it is more of the first things to be observed and

understood to implement a change. Various type of change are influencing organisations at a

particular time, these may require different reactions or preparation towards change and by

extension may have an impact on the way management of change are carried out. Perception,

Personality, Culture and individual differences may have an impact on employees change

adaptability. Various scholars have come to agree that most change effort suffer some setbacks

because of lack of readiness on the part of the individuals and the organisation at large. Weiner

(2009) therefore concluded that change readiness may affect the possibility of success of the

change effort immensely. There have been several challenges militating against organisations.

These challenges influence the rate of change and its acceptability within the organisation.

Organisations in Nigeria are faced with an array of challenges as they try to implement or adapt

to change. Today change is constant and organisational leaders who anticipate change and react

rapidly and responsibly are successful. However, the readiness level of organisation and

particularly its employees to change has become an issue of concern to many organisations.

Some organisations are not just prepared for the sudden shock that some sources of change bring

up.

In many studies of change efforts, the issue of change resistance has always been included as

part of notorious impediments throughout the change stages (Okunnus and Hermmington 1998;

Lueke, 2003; Burnes, 2004 etc). Though some studies reveal that, due to a strong desire to

remain the status quo, employees attempt not to change from what they are currently doing, the

hindsight of change resistance is still under studied. People may have reason to resist change;

Schermerhorn Jr, Hunt and Osborn (2003) identify fear of the unknown, insecurity, lack of felt

need for change, threat to vested interests, contrasting interpretations, habit and lack of resources

among other things. However, from these arrays of issues, the particular one causing resistance

in particular scenario differs.

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Contrast change in task, technology and structure in organization may constitute a problem to

organization (Jick, 2003). These changes that can be internally or externally caused could

require a change in the knowledge required, skill and behaviour of employees. Increasing

knowledge, skill and improving or putting up required behaviour to measure up with the change

required might be a herculean task (Wischnevsky, 2004). Change in tasks and technology

usually require alterations in structures, including changes in the patterns authority and

communications as well as in the roles of workers. These technology and structural changes can

in turn, necessitate changes in the knowledge, skills, and behaviours of the members of the

organisation (Nadler, 1987). There may be a need to alter the perception, personality, culture

and individual differences during change. Communication is essential during change; however,

adequate communication seems to be cordial to some extent in some organization thereby

encouraging some resistance and poor implementation of change (Metre, 2009). In the same

vein, the abilities of leaders to communicate effectively may hinder the success of change

management.

1.2 Statement of the Problem of the Study

Organizations need avenues for change management in order to acquire new administration schemes

and plans. However, without acceptance of change management in organizations, there would be laxity

in implementation of important development agenda. However, the adoption of in schools has really

lagged behind. A number of studies have been conducted on change management in schools in the

country and internationally. Studies by, Drummond Hay (2009) of the United Kingdom undertook a

study to examine planning and change management within United Kingdom National Health Service

(NHS) multisite hospital. Another study by Oakland (2007) on quality management in learning

institutions in South Africa. Another study was done by Karyn Krawford (2010).

Germany on change management and change processes in German University of the Great fields.

Another study Darrell Norman Burrell (2006) studied change management intervention and the

resistance to change in a complex organisation in India. Locally, studies have been done by Khamete

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(2005) on school change management in Ikolomani, Western Kenya, based on poor direction and

incompetence by principals and head teachers found out that poor change management was because

of incompetent staff because many teachers were untrained and employed by the Board of Governors.

Another study by MOEST (2004) on change management in primary schools and the role of the

community in influencing management policies and practices found out that schools in many parts of

the country were highly influenced by the community and practiced leadership according to what the

community wished. A study in Bungoma county by Simatwa (2012) focussing on national schools such

as Lugulu girls, Kibabii, Friends school Kamusinga among others revealed a different perceptive. Other

studies have shown a strong relationship between change management and organizational

development (Peace, 2010; Abdullahi, 2000; Goro, 2003 and Gichira, 2007). The component of change

management, as revealed from the studies, is important for the success of educational institutions in

Kenya.

However, not all higher institutions of learning are at per as far as change management is concerned, it

is against this background that this study was based on the question: what are the impact of changes on

Kaduna Polytechnic institution?

1.3 Aim of Study

The aim of the study is to determine the impact of change management on organization using kaduna

Polytechnic, kaduna as a case study.

1.4 Objectives of the Study

In order to achieve the above stated aim, the following objectives were pursued;

(1) To carry out conceptual review on the concept of change

(2) To carry out theoretical review of change management in an organization, types and models
(3) To determine the required information from the review carried out in (1) and (2) above, formulate
questionnaire and gather the information on change management from staff of Kaduna Polytechnic
on change management
(4) To analyze the information gathered, draw conclusion and make recommendations based on the
findings of the study.

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1.5 Significance of the Study

The knowledge acquired through this study will assists educational planners in the county to alleviate

poor management practices that hinder change leading to poor performance. It will enables them to

devise practices that enable the incorporation of change in their management structures. The study will

also help to restructure and shape educational timetables to the free education structure in public

higher institution of learning. By adhering to the recommendations of this study, people therefore enjoy

peace and overspill benefits of education through attaining good careers and professions.

1.6 Scope of the Study

The study and its findings shall be limited to the case study i.e. Kaduna Polytechnic

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 CHAPTER TWO

CONCEPTUAL, THEORETICAL FRAMEWORK AND LITERATURE REVIEW

A Conceptual Review

2.1 Change

Change is the alteration of something that already exists. Transformation refers to a bona fide

metamorphosis. It is not, like change, improving on what is, but creating something that does not

exist. The analogy of a caterpillar transforming into a butterfly is commonly used to explain the

difference: “The butterfly is not more caterpillar, or a better or improved caterpillar, or even a

changed caterpillar – it is a new and entirely distinct being” (Applebaum and Wohl, 2000).

Change is therefore about movement, indicating direction. We live in an era where change is

seen as essential if organizations and, indeed, the human race are to survive (Dunphy et al.,

2003; Kanter, 2008; Sackmann et al., 2009).

The organizations of today operate under increasing demands for change. The market has

radically changed due to globalization, strong competition, technical development and a

customer-driven market. (Härenstam et al., 2004) This high pace of change means that the

organization must change behaviour and manage to rapidly adapt to shifts in the market

(Norrgren et al., 1996 in Nonås, 2005).

2.1.1 Types of Organizational Change

The term organizational change is considered a major activities that can happen in many

organizations. Change is so significant that, organizations should take into consideration like

those changes that involves reorganization or an addition to new products or services. The

Authenticity Consulting, LLC (2012) has identified the major types of organizational change to

include Organization-wide Versus Subsystem Change, Transformational Versus Incremental

Change, Transformational Versus Incremental Change, and Remedial Versus Developmental

Change. The same were utilized in the study of Ganta and Manukonda (2014), thereby

validating the type of organizational change prevalent in many organizations.

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(a) Organization-wide Versus Subsystem Change

Organization-wide change dealt mostly on major collaboration or rightsizing, and restructuring.

Most organizations for instance implement the change that covers the different level in the

business life cycle that may consider a change for example, from highly reactive entrepreneurial

organization into stable and planned development (McNamara, 2006). Specifically, different

authors and scholars emphasized the importance of cultural change as one of the main drivers of

organization-wide change. On the other hand, subsystem change is a change that covers the

smaller area of scope such as addition or removal of product or service, reorganization of certain

department or new implementation of processes in delivering goods and services.

(b) Transformational Versus Incremental Change

Transformational change consists of radical and fundamental change that may arise from change

in organizational structure and organizational culture following the top-down hierarchical

structure to an approach that requires large amount of self-directing teams (Beer and Nohria,

2000). An example includes Business Process Re-engineering that, mainly considers the major

change in operational processes and methods that maximizes for instance the use and

capabilities of computers and machines. Alternately, transformational change can also be called

quantum change. While incremental change deals with the introduction of change in smaller

scale gradually. Example of this includes the continuous improvement emphasizing on quality

management processes or an implementation of new system that requires continuous processes

and trainings to increase efficiencies. However; in some cases, the slower pace of the change

cause some workers to not notice such change.

(c) Remedial Versus Developmental Change

Remedial change is considered an urgent change that solves or remedies the current and existing

problem. An example of this includes improving the poor performance of a product in the

company, or solving the cases of burnout in the workplace, and also addressing the large budget

deficit. In cases of remedial projects, the urgency is evident and that remedial change seems

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more appropriate in measuring the success of such project and so, it can easily be determined.

Change can also be developmental, an organizational change that focuses on improving what

was already existing on continuous basis but no radical change made. An example is the

expansion of the amount of consumers served, duplicate successful products or services.

(d) Unplanned Versus Planned Change

Unplanned change often happens when there is sudden and surprising event or condition that

makes the members to react in a disorganized fashion. It is abrupt that everyone cannot take it

immediately. For example, when the general manager suddenly leaves the company without

enough prior notices which may cause the disorganization of functions and poor performance,

malfunctioning of the operations as well as other unavoidable disruptions incident to the

situation. Conversely, planned change exist when the firms recognize the need for major change

and device a proactive plan to ensure the attainment of change like the well implementation of

an strategic plan, reorganizational plan and others. This change is pre-planned and all the

members are well-informed of the planned change.

2.1.2 Change Management

Change management has been defined as 'the process of continually renewing an organization's

direction, structure, and capabilities to serve the ever-changing needs of external and internal

customers (Hughes 2011). According to Burnes (2004), change is an ever-present feature of

organisational life, both at an operational and strategic level. Therefore, there should be no doubt

regarding the importance to any organisation of its ability to identify here it needs to be in the

future, and how to manage the changes required getting there. Consequently, organizational

change cannot be separated from organisational strategy, or vice versa (Burnes, 2004; Rieley

and Clarkson, 2001). Due to the importance of organisational change, its management is

becoming a highly required managerial skill (Senior, 2002). Graetz (2000) goes as far as

suggesting 'Against a backdrop of increasing globalisation, deregulation, the rapid pace of

technological innovation, a growing knowledge workforce, and shifting social and demographic
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trends, few would dispute that the primary task for management today is the leadership of

organisational change. Since the need for change often is unpredictable, it tends to be reactive,

discontinuous, ad hoc and often triggered by a situation of organisational crisis (Burnes, 2004;

Luecke, 2003). Although the successful management of change is accepted as a necessity in

order to survive and succeed in today's highly competitive and continuously evolving

environment (Luecke, 2003).

Change management is the systematic approach and application of knowledge, tools and

resources to leverage the benefit of change, managing an as-is process or function moving

towards a better or more efficient process or function in hopes to positively impact performance.

In order to achieve desirable utility change must be effective, successful and most importantly

sustainable. Change management entails thoughtful planning, sensitive implementation, and

consultation with, and involvement of, the people affected by a specific change. Increasingly,

change management is seen as a permanent business function to improve productivity and

profits by keeping organizations adaptable to the competitive marketplace. Change must be

realistic, achievable and measurable.

Globalization, competition and accelerated technological innovation are creating conditions

under which change itself is changing, becoming more complex and omnipresent, requiring

enterprises to develop focused capabilities for change management. Expectations have shifted

from seeing change as an extraordinary it as a permanent condition of business life. Similarly,

change management is increasingly perceived as an ongoing business function rather than a

focused response to an occasional need for reorganization. Change management is becoming

institutionalized in various ways, having a dedicated change management function within an

organization, dedication and commitment to developing tools for planning and implementation,

focused communication efforts directed at facilitation of change, reorientation of corporate

culture toward flexibility and agility with regard to change.

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Different authors employ different terminology when describing the same change approach.

While Burnes (2004) differentiates between incremental and continuous change, Grundy (1993)

and Senior (2002) distinguish between smooth and bumpy incremental change. Grundy (1993)

defines discontinuous change as 'change which is marked by rapid shifts in strategy, structure or

culture, or in all three'. This sort of rapid change can be triggered by major internal problems or

by considerable external shock (Senior, 2002). According to Luecke (2003) discontinuous

change is onetime events that take place through large, separated initiatives, which are followed

up by long periods of consolidation and stillness and describes it as 'single, abrupt shift from the

past' (Luecke, 2003).

2.2 Theoretical Framework

2.2.1 Discourse-Based Theory of Organizational Change

A number of studies have suggested that discourse theory and the analysis of organizational

discourse offer considerable potential for understanding the nature and complexity of

organizational change. However, while these studies demonstrate some of the potential

contributions that a discourse based theory of organizational change might make, they also

exhibit two inter-related problems. First independently or in combination, none of the studies

attempts to provide a comprehensive or integrated discourse theory of change. The discursive

change model, if one exists, is implicit, but not fully articulated. Second, by virtue of the model

being underspecified, the value of the observations and results of studies of organizational

discourse and change are potentially open to question or even undermined (Ford, 2008).

In reference to level of change related to discourses, it operates at several different levels. It is

possible to identify five that merit attention in relation to organizational change – the

intrapsychic, the Micro, the Meso, the macro and the Meta. At the intrapsychic level a discourse

might manifest itself in the form of internalized stories and introjected beliefs that an individual

tells them self. It can also refer to cognitive frames and schemas (Ford, 2008). Analyses of

discourses at the micro level focus on the detail of language in use by individuals. Beyond the

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individual focus of the micro-level, it is possible to consider discourse at the meso-level to

explore the interpersonal. At this level discursive interactions will impact on the actions and

behavior of individuals within a localized context, e.g. a department or among a specific group

of actors who socially interact on a regular basis (Mumby, 2004).

Macro level discourses can be viewed as an aggregation and accumulation of an amalgam of

meso-level discursive interactions in organizations. Here, interactions such as conversations and

texts coalesce to form the dominant thinking, institutional practices and collective social

perspectives within an organization. Meta level discourses have been described as discourses

that are recognized and espoused at the broader societal level and across institutional domains.

As such they might address “more or less standard ways of referring to/constituting a certain

type of phenomenon” (Alvesson & Kärreman, 2000: 1133 as cited in Kamugisha, 2013). The

texts within any level of discourse are linked to, and informed by discourses and the texts that

operate from other levels. This inter-textuality means that it is important to identify and analyze

specific, micro-level discourses pertaining to change, within say a conversation, and to then

place them in the context of other meso, macro or even meta discourses (Boje, 2001 as cited in

Kamugisha, 2013).

2.2.2 Three-Step Change Theory

Kurt Lewin (1951) as cited in Kamugisha, (2013) introduced the three-step change model. This

social scientist views behavior as a dynamic balance of forces working in opposing directions.

Driving forces facilitate change because they push employees in the desired direction.

Restraining forces hinder change because they push employees in the opposite direction.

Therefore, these forces must be analyzed and Lewin’s three-step model can help shift the

balance in the direction of the planned change.

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 Figure 1: Lewin‟s Change Model
Source: Adapted from Revenio & Jalagat (2016)

According to Lewin, the first step in the process of changing behavior is to unfreeze the existing

situation or status quo (i.e. the equilibrium state). Unfreezing is necessary to overcome the

strains of individual resistance and group conformity. Unfreezing can be achieved by the use of

three methods. First, increase the driving forces that direct behavior away from the existing

situation or status quo. Second, decrease the restraining forces that negatively affect the

movement from the existing equilibrium. Third, find a combination of the two methods listed

above. Some activities that can assist in the unfreezing step include: motivate participants by

preparing them for change, build trust and recognition for the need to change, and actively

participate in recognizing problems and brainstorming solutions within a group (Robbins 564-

65).

Lewin’s second step in the process of changing behavior is movement. In this step, it is

necessary to move the target system to a new level of equilibrium. Three actions that can assist

in the movement step include: persuading employees to agree that the status quo is not beneficial

to them and encouraging them to view the problem from a fresh perspective, work together on a

quest for new, relevant information, and connect the views of the group to well-respected,

powerful leaders that also support the change.

The third step of Lewin’s three-step change model is refreezing. This step needs to take place

after the change has been implemented in order for it to be sustained or “stick” over time. It is

highly likely that the change will be short lived and the employees will revert to their old

equilibrium (behaviors) if this step is not taken. It is the actual integration of the new values into

the community values and traditions. The purpose of refreezing is to stabilize the new

equilibrium resulting from the change by balancing both the driving and restraining forces. One

action that can be used to implement Lewin’s third step is to reinforce new patterns and

institutionalize them through formal and informal mechanisms including policies and procedures

(Robbins 564-65). Therefore, Lewin’s model illustrates the effects of forces that either promote
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or inhibit change. Specifically, driving forces promote change while restraining forces oppose

change. Hence, change will occur when the combined strength of one force is greater than the

combined strength of the opposing set of forces (Robbins 564-65).

2.2.3 Phases of Change Theory

Lippitt, Watson, and Westley (1958) extend Lewin’s Three-Step Change Theory by creating a

seven-step theory that focuses more on the role and responsibility of the change agent than on

the evolution of the change itself. Information is continuously exchanged throughout the

process. The seven steps involve diagnosis of the problem; assessing the motivation and

capacity for change; assessing the resources and motivation of the change agent; choosing

progressive change objects; selecting and clearly understanding role of change agents by all

parties so that expectations are clear; maintaining the change; communication, feedback, and

group coordination are also essential elements in this step of the change process; finally, the

change agent should gradually withdraw from their role over time. This will occur when the

change becomes part of the organizational culture (Lippitt, Watson and Westley 58-59).

Lippitt et al, point out that changes are more likely to be stable if they spread to neighboring

systems or to subparts of the system immediately affected. Changes are better rooted. Two

examples are: the individual meets other problems in a similar way, several businesses adopt the

same innovation, or the problem spreads to other departments of the same business. The more

widespread imitation becomes, the more the behavior is regarded as normal (Lippitt, Watson and

Westley 1958, 58-59).

a) Kotter’s 8-Step Model

Kotter’s model of change emphasized the importance of the holistic approach in dealing with

change efforts that if not taken due consideration causes about 70% failure to many

organizations. This model includes the following as illustrated in diagrammatic format

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 Figure 2: Kotter‟s 8-Step Model
Source: Adapted from Revenio & Jalagat (2016)

 Create Urgency. Creating a scenario that requires the urgency for change to occur.

 Build guiding team is to create a group equip with the power to lead and support the change

effort.

 Develop the vision refers to the development of a vision for change and the initiative to

ensure the achievement of vision.

 Communicate for buy-in is to make sure that all the members in the organization know about

the mechanics of change.

 Empower action is to make sure that there will be no barriers that hinder the implementation

of change.

 Create short-term wins means that change should be done in such a way that generates

favorable gains in short period of time and pays off the people’s efforts.

 Don’t let up is to maximize the change efforts to gain momentum which make change a

continuous endeavor.. And,

 Make change stick or the institutionalization of the change by incorporating change to the

organizational culture (Kotter, 1996, Burnes, 2001; Lewin, 2010).

b) McKinsey’s 7s Model

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McKinsey model has identified the seven areas of change and further divide these areas into two

categories: the soft and the hard areas. The hard areas consist of the system, strategy and

structure while the soft system areas include skills, style, staff and shared values which normally

are difficult to manage but considered as the foundations of the organization and are source of

sustainable competitive advantage.

Figure 3: McKinsey‟s 7s Model

Source: Revenio & Jalagat (2016)

 Strategy is a plan that is developed to achieve sustained competitive advantage that is also

aligned with the six other elements of McKinsey’s 7s model. It is also a sound strategy

usually a long-term strategy that is reinforced by a strong mission, vision and values.

 Structure considers the organizational chart of the company where it shows the departments

or units with corresponding responsibilities and accountabilities of the workforce and the

hierarchy.

 Systems refer to the processes and procedures that the company possess that reflects the daily

activities and on how the decisions are derived as well as determining how practically the

business gets done.

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 Skills connotes the workers’ ability to perform their tasks that consists of their capabilities

and competencies to get things done. In times of organizational changes, it will address the

question on what skills are required to reinforce new strategy or structure.

 Staff element is defined by the organization’s need of the workforce in terms of quantity that

can be done through recruitment, training, motivation and reward.

 Style means the ways and means on how the managers from the top-level manages the

organization and their leadership styles that impacts the performance of the entire

organization.

 Shared values reflects the core of the model that refer to the norms and standards that serves

as guide on how employees behave and act, hence it is considered the foundation of any

firm(Pascale & Athos, 1981; Peters & Waterman, 1982).

2.3 Management of Change and School

The new millennium in the 21st century is indicated by rapid change and a complex society.

Complex and dynamic changes according to Beare et al (1989) arguement are required for

sustained school improvement (West et al, 2000). This shift requires numerous changes in

educational context. Gwyer (1997) identifies eleven changes of educational paradigm: (i)

judgment of institutional success on the quality of student learning; (ii) shared responsibility in

student learning between the college and the student; (iii) providing access to educational

services for learners anywhere and whenever students need them; (iv) the vision of the

institution itself as a learner in that over time; (v) an institution that develops environments and

experiences that bring students to find out and construct knowledge for themselves as an

alternative of one that purely transfers knowledge from teacher to students; (vi) the constant

identification, development, testing, implementation, and assessment of a variety of effective

learning technologies including new applications of computer and information technology; (vii)

college whose main responsibility is the design of teaching-learning methods and milieu, with

less emphasis on the traditional responsibility of instruction, particularly in the form of teaching;
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(viii) teams of specialists from cross-disciplinary or non-disciplinary work collaboratively to

develop programs to increase student competency; (ix) education must be modified to answer

the needs of individual students; (x) the teaching-learning process must be aligned to involve the

mastery of functional, knowledge-based intellectual frameworks rather than the short-term

retention of fractionated contextual indication; and (xi) an organisational environment must

promote the belief that student learning is the central objective of all employees of the school.

Schools are currently fighting to transform themselves from centres of production image in the

industrial era (Barth, 1986 in Murphy, 2000; Tatang, 2016) to organizational learning. This

fundamental shift to improve the school quality leads to different ways of thinking about the

profession of education leaders (Louis & Murphy, 1994).

Leithwood and colleagues (1995) in Lashway, (1998) define a learning organization as a group

of people following common purposes including individual purposes with a collective

commitment to regularly considering the value of those purposes, revising them when that

makes sense, and continuously developing more effective and efficient ways of attaining those

purposes. Organizational learning is a long-term activity that will build competitive advantage

over time and requires sustained management attention, commitment, and effort. This normative

perspective suggests that a set of internal conditions is required for an organization to become a

learning organization.

According to Goh (1998), learning organizations have the following core strategic building

blocks:

1) Mission and Vision is clear. Therefore, employee support of the mission, strategy, and

advocated values of the organization.

2) Leadership, which characterized by empowering employees, encouraging an experimenting

culture, and showing strong commitment to the organization.

3) A strong culture of experimentation, which is rewarded and supported experimentation at all

levels in the organization.

21
4) The ability of an organization to transfer knowledge within and from outside the

organization and to learn from failures.

5) An emphasis on teamwork, collaboration and group problem solving as the mode of

operation and for developing innovative ideas.

To support these strategic building blocks, the two main supporting foundations presented by

Tatang (2016) are:

(1) Organizational Design

The organization structure of learning organizations is organic, flat, and decentralized, with a

minimum of formalized procedures in the work environment. This assumption is supported by

research, which shows a negative relationship between formalization and learning capability

(Goh & Richards, 1997).

(2) Employee Skills and Competencies

To build employee skills and competencies, all five of the strategic building blocks require

specific skill sets for employees and managers. If this idea of a learning organization is put into

practice in the schools and gains acceptance and support by practicing managers, it must also

have an impact on educational performance as stated by Stata (1989 in Goh, 1998), learning

organization leads to sustainable competitive advantage in the future.

In constructing a learning organization, a deep rethinking of the leader's role is required because

school leaders must view their organizations as learning communities, for staff and students

(Tatang, 2016). This requires casting school improvement in terms of hypotheses to be tested

rather than solutions to be handed out, attacking the barriers to collaboration, and making

decisions democratically rather than bureaucratically (Tatang, 2016). When the spirit of inquiry

passes through the daily routine, schools are on their way to becoming true learning

organizations, which can improve the educational outcomes as a goal of school improvement

(Lashway, 1998).

2.3.1 Specific Leadership Qualities for School Change and Improvement

22
Implementation of school change by creating organizational learning is an enormous effort and

hard endeavor. As in the case with other change, school change is like a double-edged sword

(Fullan, 2001). If school change is successful, it will give more chances for schools to improve

educational outcomes. On the other hand, if school change is a failure, it will discourage and

cause frustration among stakeholders.

To maximize change, schools need qualified leaders with the competency to handle the change

process. In the school context, the principal as a school leader represents this. Therefore,

principals are the key actors in school improvement and school effectiveness (Fink, E. &

Resnick, L., 2001; Datnow & Castellano, 2000; Peterson & Kelley, 2001).

Concerning school change, Wagner (2001) identifies three implications of the change for

leaders:

1. Leaders must themselves clearly understand the need for change and then create a

framework and forum for discussion.

2. Leaders must make the problem blame-free and the solution a shared responsibility. They

must make clear that the serious issues we face in school are not the fault of teachers.

3. Leaders need to create time for educators to understand and discuss different kinds of data.

The leader is obliged to maintain and align the school change in improving the educational

outcomes. Wagner (2001) describes four essential conditions to maximize school change as the

followings: (i) shared vision of the goals of learning, good teaching, and assessment; (ii)

understanding of the urgent need for change; (iii) relationships based on mutual respect and

trust; and (iv) engagement strategies that create commitment rather than mere compliance.

2.4 Literature Review

Hughes (2011) article examined a number of claims that the failure rate for change is 70% by

reviewing five separate published instances identifying a 70% failure rate. In each instance, the

review highlights the absence of valid and reliable empirical evidence in support of the espoused

70% rate. Hughes goes on to question the utility of inherent rates of failure and stresses the need
23
to take account of that context within which change takes place and the different views of

participants as to whether change has been successful. Provocatively, he also raises the issue of

whether it is even appropriate to seek to prove or disprove an inherent failure rate, given the

disparity between types of change between, and within, organisations. McClellan (2011) argues

that change fails because those who manage it often suppress the emergence of conflicting

organizational meanings, rather than seeing them as a method of allowing participants to

constitute new organizing discourses.

In their review of theoretical and empirical change literature over a nine-year period, Armenakis

and Bedeian (1999) identify four research themes or issues common to all change efforts (1)

content issues which focus on the substance of contemporary organizational changes; (2)

contextual issues, which primarily deal with forces in an organization's external and internal

environments; (3) process issues, which address actions undertaken during the enactment of an

intended change and (4) criterion issues, which focus on outcomes commonly assessed in

organizational change efforts.

Regardless of which forces cause organizations to see the need for change, organizational

leaders continue to struggle to maintain or increase their companies competitive advantage as

rapid changes occur both in the external and internal environments. Conclusions drawn by these

researchers are that the driving forces for organizational change are the result of the need to

constantly improve productivity and efficiency (Arnetz, 2005 as cited by Lawal et al (2014)).

Once organizational leaders realize the need for change, they also face challenges in terms of

successfully implementing initiatives that will lead to change. Raelin and Cataldo (2011)

concludes that when an organization is going through change, it is time for management to

exercise leadership. They should become the role models for the rest of the staff and exhibit

behaviours that demonstrate what is expected from employees in relation to the change. This

would be consistent with social learning theory and the concept that people learn through

observation of others. Also during a time of organizational change, management needs to send

24
positive messages about the change itself. On one level, positive verbal reinforcement from

management that the organizational change is desirable and beneficial will expedite employees'

willingness to learn the change.

Buchanan (2012) as cited by Lawal et al (2014) opined that to lead change successfully one

must analyze situational factors. Determine how much and what kind of resistance to expect.

Assess your own power relative to potential resisters. Identify who has the most accurate

information to design the change initiative. Decide how urgently the company must change.

Determine the optimal speed of change is another crucial factor. One must proceed with; caution

if you anticipate intense resistance, have less power than resisters or need information from

others to design and implement the change (Cameron 2008; as cited by Lawal, et al 2014).

Downs (2012) concludes from his research that resistance should be treated as a document of

change rather than something to be squashed. What appears is portrayer of resistance to

organisation change as a result of threats to identified status quo. Rather defining resistance as

always bad i.e. negative, it is contended that responses to change are rarely consistently all

negative or all positive.

Wursten (2008); as cited by Lawal, et al (2014) submits in his work Culture and change

management, that preparation and implementation of change is highly culturally sensitive. When

introducing a change plan, make sure you allow for different approaches in different countries.

In a complex world, this might sometimes be seen as delay, however diligence can save cost,

reduce frustration and increase the likelihood for success. Whether one likes it or not,

organizational change plays a significant role in our lives. In our own organizations, it affects

the nature of our jobs, or even if we have no job. In our everyday life, it impacts on the cost,

quality, and availability of the services and goods we rely upon.

25
 CHAPTER THREE

METHODOLOGY

3.1 Study Design

This is a case study that has utilized a descriptive case study approach to achieve the set

objectives. According to Yazici (2009), a case study places more emphasis on a full contextual

analysis of fewer events or conditions and their interrelations. This design was suitable because

the study requires an accurate examination of the effects of change management; whereby in-

depth, insightful and unique information on the effect of change management at Kaduna

Polytechnic, Kaduna (Tudun Wada Campus) can be obtained best through a descriptive case

study method.

3.2 The Population of Study and Sample Design

The study population were staff of Kaduna Polytechnic, Kaduna who has experienced various

forms of organizational change. The population targeted for the study are those that have been

involved in organizational change both directly and indirectly impacted upon by the new

administrative systems. The researcher targeted 60 staff members involved in decisions makings

and are at the top of management in Kaduna Polytechnic institution.

A purposive sample of 60 staff members who were senior staff and are directly involved in

managing organizational change were involved in the study. According to Winter et al. (2009), a

purposive sample is a non-probability sample that conforms to a certain criteria. So, the research

took purposively 60 staff members who are at the top management of the Polytechnic.

3.3 Data Collection

Data collection is the process of gathering information about a phenomenon using data

collection instruments (Sekaran, 2000). Data collection was based on secondary and primary

sources where primary data was obtained through the use of questionnaires as the main data
26
collection instrument while secondary data was obtained from journals and books in the library.

Questionnaires was both open ended and closed and were also both qualitative and quantitative

in nature to capture all the aspects of the effects of change management in an organization. A

total of 60 questionnaires were developed which were then be administered through drop and

pick method.

3.4 Data Analysis

Data was analyzed using content analysis of written materials drawn from personal expressions

of participants. The data collected from questionnaires, interviews and secondary sources was

summarized according to the study themes being change management and its impact on

organization. Data was then analyzed to determine its accuracy, credibility, usefulness and

consistency. According to Cooper and Schindler (2011), content analysis measures the semantic

content or the “what” aspect of the message. Its breadth makes it flexible and wide ranging tool

that is used as a methodology or as a problem-specific technique. Quantitative data was analyzed

and inferences were drawn, where descriptive statistics like mean, mode, median and

frequencies of responses were used to give the results of the analysis which were then presented

inform of charts and tables and prose for qualitative data.

27
 CHAPTER FOUR
PRESENTATION OF RESULTS/FINDINGS
4.1 Response Rate
A total sixty questionnaires were distributed to the respondents. Although 60 questionnaires
were used to collect data, but those that were returned and valid for analysis were 55, a response
rate of 92%, which is within acceptable response rate margins.

4.2 General Respondents’ Information

The study sought general information about the respondents in terms of their gender, age and
education levels achieved.
4.2.1 Gender
Table 1 shows the distribution of respondents in terms of gender.

Table 1: Gender of respondents

Gender Frequency Percentage (%)
Male 45 82
Female 10 18
Total 55 100

Findings shows that 82% of the respondents were male and 18% were females. This implies that
Majority of those in authority of managing Kaduna Polytechnic as an institution of learning are
male but only a few are females.
4.2.2 Age
Table 2 shows the findings of the distribution of the respondent’s age.
Table 2: Age of respondents
Age Frequency Percentage
41 – 50 5 9
51 – 60 30 55
Above 60 20 36
Total 55 100

According to the study, 9% of respondents were above 41 years old, 55% were 51-60 years old
while 36% are above 60 years.
4.2.3 Respondents Level of Qualification

28
 Figure 4: Respondents Education Level
On their level of education, 46.94% of the respondents indicated that they had masters’ degree,
38.78% had postgraduate diploma and 14.29% had PhDs. This shows that majority of the
respondents had master’s degree.

4.2.4 Work Experience

Figure 5: Work Experience

In an effort to determine the respondents work experience the respondents were required to
indicate the number of years they had been working Kaduna Polytechnic From the findings 35%
of the respondents indicated that they had been working in the institution for between 5 and 10
years, 24% had been working there for between 10 and 20 years, 16% had been working there
for between 3 and 5 years, 14% had been working there for more than 20 years and 11% had
been working there for between 1 and 3 years. This clearly shows that majority of the
respondents had a working experience of between 5 and 10 years.

4.2.5 Number of Staff Supervised

29
 Figure 6: Number of Staff Supervised
On the number of staffs the respondents were supervising, 44% indicated that they were
supervising more than 20 staffs, 21% were supervising 10 to 20 staffs, 19% were supervising 5
to 10staffs, 11% were supervising 4 to 5 staffs and 5% were supervising 1 to 3 staffs. From these
findings we can deduce that majority of the respondents were supervising more than 20 staffs.

4.3 Effect of Change Management on Kaduna Polytechnic Institution Culture

4.3.1 Changes in Line with Responsibilities

On the changes the respondents were overseeing in line with their responsibilities the
respondents indicated that they were overseeing changes in Academics, Administration and
Management of the Faculty.
Regarding administration, there are changes in the requirements and performance of the staff.
Administrative staffs are now to have at least a bachelor’s degree in relation to the positions they
occupy, this affects the existing culture, where for administrative staff there were no such
restrictions and conditions to occupy such slots.
The Kaduna Polytechnic Administration has introduced the idea of performance contracting.
Here all employees are required to set targets from which they are evaluated. The influence of
culture is an impediment since it affects a lot the implementation of performance contracting.
This is because, employees are required to deliver and perform effectively compared to the
previous way of how things were done.

4.3.2 Impact of Change in Kaduna Polytechnic

The study established that the changes have a significant impact on the whole institution. Such
changes include: Human resources; downsizing, outsourcing and recruiting more staff to fill
some new posts. Technological changes; the increase of the internet bandwidth in the
Polytechnic has considerably had a significant impact on the operations of the university both in

30
Academic and administration. These changes mostly have a fundamental impact on the
institution.
The study also sought to determine the changes that were essential. From the findings the
respondents indicated that the fundamental changes are essential; this is because they have a
paramount impact on the whole institution. However, even other changes depending on where
they are initiated and implemented are also very essential in the polytechnic. This is due to the
fact that such changes in different units add up to organizational change, for example, changes in
the academia especially the language of instruction, changes in administration and the increased
use of IT in the University.

4.3.3 Situations that Interfere with the Change Management Procedure

From the findings the respondents indicated that it is too tedious to get the polytechnic
management organs to approve change initiatives. The respondents further added that the
process is too bureaucratic and many change initiators find it as stumbling block to their
development ideas.

4.3.4 Monitoring the Change Management

The respondents indicated that the Directorate of Monitoring and Evaluation was established to
oversee and monitor the decisions taken by the top management of the polytechnic. On how and
where the change documentation was stored the respondent indicated that the Directorate of
Monitoring and Evaluation as well as the Unit(s) that initiate such a change idea keep and
mostly make a follow up of the change initiatives and therefore, keep all the necessary
documentation on change management.
On whether there were alterations that needed to be made to the change management system the
respondents indicated that a proper change management procedure should be established in
order to track well the effects of change management.
The study found that the types of emergency changes that have been experienced included
change of the Language of Instruction; from Hausa and English to English only On how the
emergencies were dealt with, the respondents indicated that in case of emergencies the
polytechnic management introduces and induces the staff to adopt such changes. However, in
some cases when such emergencies are initiated at a higher level, for example from the Ministry
of Education and the Polytechnic Council, the polytechnic just implements the decision.

4.3.5 Approval of Various Changes

31
The study found that most changes are approved by the Polytechnic Management. Some are
approved by the Management Council and the Academic Senate. On the level of management
that was involved in the change process the respondents indicated that mostly the middle level
managers are more involved in the management of change at Kaduna Polytechnic. The
respondents indicated that the change approval was not easily obtained. This is because the
process of approval is too bureaucratic and centralized. The academic senate and the Council are
the body or level mandated to oversee and endorse all the polytechnic activities.

4.3.6 Main Challenge Facing Change Management in Kaduna Polytechnic

The respondents indicated that the main challenge facing the management was inadequate
resources, lack of enough skilled and experienced staff due to low motivation in terms of
salaries and wages, inadequate infrastructure due to dilapidation and long neglect and inadequate
funding by government and strong resistance from the staff due to the organizational culture.
On how the change was dealt with the respondents indicated that a consultative way of handling
and implementing change needs to be adopted in the polytechnic, otherwise there will always be
resistance to change initiatives by some members of the staff who also would like to be part and
parcel of the change initiators and implementers.

4.4 Effect of Change Management on the Kaduna Polytechnic Structure

From the findings the study found that one of the greatest challenges the Polytechnic faces today
is helping their workers deal with change. It is important that you are prepared to help your
workers navigate this complex and often emotional process. Understanding how people deal
with change will help you manage a successful transition. Change affects workers in different
ways. Some common responses that observed are: conflict, confusion and loss of confidence.
Other kind of impact that change has on the polytechnic are; restructuring, expansion and
introduction of new programs.

4.5 How Changes Arise

The respondents indicated that most of these changes were planned and come or take place in an
incremental form. However, some of these changes came in abruptly. On the ideal procedure for
making changes upon request the respondents indicated that the ideal procedure is that the idea
has to be endorsed by all the polytechnic organs especially top management and the polytechnic
Council Board.

4.6 Change Management Procedure

32
On the change management procedure applied the respondents indicated that the Polytechnic
was applying planned change management process procedure. Change requests are made by the
units with change initiative and they are endorsed by the top management.

4.7 Organizational Change

The respondents also agreed that organizational change was experienced. They further added
that there have been several changes all over the institution which amounts to organizational
change. Most of the changes have had a fundamental impact on the entire Kaduna Polytechnic
as a whole.
From the respondents who indicated that organizational change was being experienced, the
respondents indicated that there was need for frequent organizational change to be able to cope
up with the ever turbulent environment in which the polytechnic operates. Failure to adapt and
adopt change in the institution would lead to stagnation and therefore unfit to compete favorably
with other institution of higher learning (i.e. the Polytechnic(s)).

4.7.1 Those Impacted by Change in the Kaduna Polytechnic

Figure 7: Those Directly Impacted by Change

Findings as shown by figure 7 above found that senior employees were impacted most (32%).
These were followed by junior employees (31%), managers (20%) and senior mangers (17%).
This clear shows that the change was directly impacting the low level management most.

4.7.2 Sole Responsibility to Monitor the Impact of Change

33
 Figure 8: Sole Responsibility to Monitor the Impact of Change
On whether there was a dedicated team of members that were having the sole responsibility to
monitor the impact of the change, 71.43% of the respondents indicated there was a team /
committee set up to monitor the impact of change in Kaduna Polytechnic while 28.57%
indicated that there wasn’t. This clearly shows that there was a dedicated team of members that
were having the sole responsibility to monitor the impact of the change.
The respondents further added that the Polytechnic Management through has established a new
Directorate of Monitoring and Evaluation to be responsible for following up, monitoring and
evaluating the Polytechnic’s decisions, resolutions and projects. This Directorate gathers
information from departments, centers, schools and other units which are then evaluated to
advice on the implementation of different projects in those units.
Table 3: Main Important Problems during Change Implementation Phase
Problem(s) Mean Std. Deviation
Barriers between departments 4.23 .725
Not enough support from senior management 4.00 1.080
Resistance of middle management to change 4.00 .739
Focus too much on technological aspects, too less on people 3.92 .760
Scope not well defined, project is oversized 3.85 .555
Resistance of users to change 3.92 .641
Project does not have appropriate priority 3.85 .899
Resources available for implementation are not enough 3.77 .599
Budget needed is higher than expected 3.54 .967
Institution and procedures are not adapted to the new situation 3.92 1.115
(technological and institutional integration on different levels)
No transparent goals/objectives 3.85 .689
Time for implementation needed is longer than expected 3.73 .599

34
Goals are to aggressive, institution is not capable to cope 3.59 .961
Availability of people from implementation team 4.64 .519
Technological limitations (performance/missing functionality) 4.58 .506
Barriers to external stakeholders 3.72 .768
Intercultural problems (i.e. language barriers) 3.58 .519

Table 3 shows the findings on the main important problem during change implementation phase.
A five point Likert scale was used to interpret the respondent’s responses. According to the
scale, those problems which were considered very important were awarded 1 while those which
were considered not important were awarded 5. Within the continuum are 2 for less important, 3
for not sure and 4 for less important. Mean (weighted average) and standard deviation were used
to analyze the data.
According to the study, problems with a mean less than 3.5 were rated “important” while those
with a mean less than 3.5 were rated “not important”. On the same note the higher the standard
deviation the higher the level of dispersion among the respondents.
Findings shows that all the listed problems were important problem during change
implementation phase. The problems that were rated as important include Barriers between
departments (M=4.23, SD=0.725), Not enough support from senior management (M=4.00,
1.080), Resistance of middle management to change (M=4.00, SD=.739), Focus too much on
technological aspects, too less on people (M=3.92, .760), Scope not well defined, project is
oversized (M=3.85 .555), resistance of users to change (M=3.92, SD=.641), Project does not
have appropriate priority (M=3.85, SD=.899), Not enough resources available (M=3.77,
SD=.599), Budget needed, higher than expected (M=3.54, .967), Organization and procedures
are not adapted to the new situation (technological and organizational integration on different
levels) (M=3.92, SD=1.15), No transparent goals/objectives (M=3.85, SD=.689), Time for
implementation needed, longer than expected (M=3.73 SD=.599), Goals are to aggressive,
organization is not capable to cope (M=3.59, SD=.961), Availability of people from
implementation team (M=4.64, SD=.519), Technological limitations (performance/missing
functionality) (M=4.58, SD=.506), Barriers to external stakeholders (customers/supplier...)
(M=3.72, SD=.768) and Intercultural problems (i.e. language barriers (M=3.58, SD=.519).

4.7.3 Implementation Approach

35
 Figure 9: Implementation Approach
Findings on whether the implementation approach depended on the institution culture shows that
41% of the respondents indicated that it sometimes depended on the organizational culture, 23%
indicated that it depended on organizational culture and 12% indicated that it did not depend on
organizational culture.

4.8 The Effect of Change Management on Leadership

Table 4: Leading and Managing Change
Task Mean Std. Deviation
I create a sense of urgency to reinforce the need for change 3.53 0.897
I provide people with facts, figures and evidence to persuade 4.03 0.895
them for change
I select the right people to form the guiding coalition 4.21 0.976
I get the guiding coalition to work together as a team 4.23 0.765
I create clear and tangible vision for change 4.01 0.956
I construct effective strategies to deliver the vision 3.98 1.02
I change systems that get on the way of the changed vision 3.89 1.11
I recruit promote and develop the right people to promote change 3.97 1.07
I ensure the right people are chosen for the role of change 3.78 0.967
development

Table 4 shows the findings on the extent to which they practiced the stated practices. A five
point Likert scale was used to interpret the respondent’s responses. According to the scale, those
practices which the respondents were practicing (always) were awarded 5 while those which
they were not practicing (never) were awarded 1. Within the continuum are 2 for rarely, 3 for
sometimes and 4 for mostly. Mean (weighted average) and standard deviation were used to
analyze the data.

36
Those practices with a mean less than 3.5 were rated as “practiced” while those with a mean less
than 3.5 were rated as “not practiced”. On the same note the higher the standard deviation the
higher the level of dispersion among the respondents.
Findings from the respondents indicated that when they were leading and managing change they
were creating a sense of urgency to reinforce the need for change (M=3.53, SD=0.897), they
were providing people with facts, figures and evidence to persuade them for change (M=4.03,
SD=0.895), they were selecting the right people to form the guiding coalition (M=4.21,
SD=0.976), they were getting the guiding coalition to work together as a team (M=4.23,
SD=0.765), they were creating clear and tangible vision for change (M=4.01, SD=0.956), they
were constructing effective strategies to deliver the vision (3.98, SD=1.02), they were changing
systems that get on the way of the changed vision (M=3.89, SD=1.11), they were recruiting
promote and develop the right people to promote change (M=3.97, SD=1.07) and they were
ensuring the right people are chosen for the role of change development (M=3.78, SD=0.967).

CHAPTER FIVE

Summary, Conclusion and Recommendations

5.1 Summary
The benefits of change management to Kaduna Polytechnic as an organization/institution of
learning are
1) Provide benefits that help organizations sustain competitive advantage in the ever changing
world.
2) Enables the school as an organizations to respond quickly to the changing customer
demands.

37
3) The Kaduna Polytechnic management and the institution will realize the importance of
change and the expected benefits it derived when implemented in the right way;
4) It allows more flexibility whenever pressures for change arise. The ability to adapt change
when it occurs help the organization improve in terms of processes, decision making
capabilities, financial returns and others;
5) Easy identification of problem that requires change efforts and enable organization to
familiarize those problems that requires change plan;
6) Change can be implemented without affecting the daily activities of the organization;
7) It provides the institution management with the know-how in assessing the overall impacts
of change;
8) Understanding the change process by all staff would likely improve their performance thus,
improve organizational performance;
9) Change management helped the institution to identify accurately the problems or anticipate
challenges and respond to it efficiently and effectively;
10) Change management enable the institution to save cost and increase return on investment
thereby reduce waste of resources, time and efforts;
11) Establish opportunities for the development of best practices, leadership development and
team development.

5.2 Conclusion
Change is inevitable and unavoidable. It exist in different dimensions and can be described as
internal factors that include technologies, operational changes and processes, internal laws and
policies, conversion of government organizations to private enterprises, organizational
modernization initiatives, changes in management decisions and others. While external factors
include but not limited to stiff competitions between companies in the same industry, increasing
pressures of globalization, political, economic, socio-cultural, technological, legal, and
environmental forces. In other words change occurs in different types. Different views and
perspective of change varies between organizations as it can give positive and negative
consequences. More importantly, managing resistance to change in an effective manner helped
organizations to deal smoothly the implementation of change. Organizational change enables
organizations to device ways to implement change management effectively with the aid of
different change models. Lastly, change management provides many benefits that organization
receives provided such change is aligned with the corporate’s goals and objectives.

5.3 Recommendations
38
After careful study, the following recommendations were suggested;

(1) In all, it is important to engage experts in human capital management to handle change
implementation in the institution.
(2) It is also suggested that there could be more studies on which other factors like family
background) would likely affect response of employees of Kaduna Ploytechnic to change
initiatives.

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