`This is an exceptional book. It tempted me to throw out most of my collected works on the management of change, because the author has somehow succeeded by including almost every aspect of educational change that any practitioner would wish to consider....Overall this is a very stimulating book. It is packed with information and the ideas and concepts contained could pack a school development plan for many years' - School Leadership and Management The theories and practices from the literature on business, manufacturing and commerce which inform principles for managing change in education are identified in this book.The author shows how the complexity of change can be addressed effectively. O
Chapter 5: Individual Motivations for and against Change
Individual Motivations for and against Change
The previous chapters have all signalled the fact that effective change in many respects hinges on the people in the organization, their involvement and development (Harvey-Jones, 1988: 249). This entails taking seriously the fact that most individuals have some considerable personal and emotional investment in an organization. Change is inescapably and intensely personal, because it requires people to do something different, to think something different and to feel something different (Duck, 1993: 109).
The recent spectacular growth of workplace counselling (e.g. Carroll, 1996; Carroll and Walton, 1997) attests to the significance of this aspect of managing change (discussed later). As Duck (1993: 113) argues, it is not simply whether people feel positive or negative about a ...