Academic literature on the topic 'Organizational change – Namibia'

Although participatory approaches are becoming more widespread, to date vulnerability assessments have largely been conducted by technocrats and have paid little attention to underlying causes of vulnerability, such as inequality and biased governance systems. Participatory assessments that recognise the social roots of vulnerability, however, are critical in helping individuals and institutions rethink their understanding of and responses to climate change impacts. This paper interrogates the contribution of Oxfam’s Vulnerability and Risk Assessment methodology to enabling transformation at both personal and institutional levels. Three Vulnerability and Risk Assessment exercises were conducted in Malawi, Botswana and Namibia by one or more of the authors in 2015 and 2016. Reflecting on these workshops, we explore the contribution that a process like the Vulnerability and Risk Assessment may bring to transformation. We conclude that these types of inclusive and representative participatory approaches can shift narratives and power dynamics, allow marginal voices to be heard, build cross–scalar relationships and enable the co-creation of solutions. Such approaches can play a key role in moving towards transformational thinking and action, especially in relation to climate change adaptation.

Purpose – Professor Slawomir Magala is a full professor of Cross-Management at the Department of Organization and Personnel Management in Rotterdam School of Management (RSM), Erasmus University (RSM, 2015). His education stems from Poland, Germany and the USA, and has taught and conducted research in China, Egypt, Kazakhstan, Croatia, Estonia, the United Kingdom and Namibia. He is a former Chair for Cross-Cultural Management at RSM and has achieved many things, from being editor-in-chief of the Journal of Organizational Change Management (JOCM), to receiving the Erasmus Research Institute in Management (ERIM) Book Award (2010), for The Management of Meaning in Organizations (Routledge, 2009). It has received honors for being the best book in one of the domains of management research. It was selected by an academic committee, consisting of the Scientific Directors of CentER (Tilburg University), METEOR (University of Maastricht) and SOM (University of Groningen). All these research schools are accredited by the Royal Netherlands Academy of Arts and Sciences (KNAW). The paper aims to discuss this issue. Design/methodology/approach – This is a review of Professor Slawomir Magala’s contributions as editor of Journal of Organizational Change Management. Findings – Slawomir (Slawek) Magala will be known for many contributions to social, organizational, managerial research, and it will be remembered that he has created a great legacy in the field of cross-cultural competence and communication on processes of sense making in professional bureaucracies. He has authored and co-authored many publications including articles, books, professional publications, book contributions and other outputs, and is an established professor of cross-cultural management at the Department of Organization and Personnel Management in RSM, Erasmus University. He will be known for his work as editor of Qualitative Sociology Review, and one of the founding members of the Association for Cross-Cultural Competence in Management, not to mention the Journal of Organizational Change Management. Many of his articles have appeared regularly in leading refereed journals, such as the European Journal of International Management, Public Policy, Critical Perspectives on International Business and Human Resources Development International. His greatest legacy is in the field of cross-cultural management, but branches out to many other management studies. Research limitations/implications – The research is limited to his work in capacity of editor of Journal of Organizational Change Management. Practical implications – This review provides a guide for positive role model of an excellent editorship of a journal. Social implications – Magala’s legacy acknowledges this research and its power to create numerous papers and attract a lot of attention (Flory and Magala, 2014). Because of these conferences, these empirical findings have led to disseminating the conference findings with JOCM (Flory and Magala, 2014). According to them, narrative research has become a respectable research method, but they also feel that it is still burdened with a lot of controversies on with difficulties linked to applying it across different disciplines (Flory and Magala, 2014). Originality/value – The review covers the creative accomplishment of Professor Magala as editor.

After years of colonial rule and a long struggle to end external administration, Namibia became independent in 1990. The realization of political reform within a modern democratic framework has called for wide-ranging reforms in all sectors of the economy to which the water sector is not an exception. Institutional reforms in the water sector were undertaken with an overall aim of introducing integrated water resources management as a durable solution to the water challenges of the arid environment prevailing in Namibia. The reforms included the development of a new national water policy, the preparation of draft legislation, and new organizational changes to develop, manage and regulate activities in the water sector. Although institutional reforms in the water sector are necessary to meet the demands of a new nation, they cannot succeed without the required level of skill and capacity both within and outside water administration. While it is relatively easier to formulate new policies, promulgate legislation and create new organizations, it is very difficult for an emerging country to develop quickly the human capacity necessary to handle the reforms, especially when inadequate funding constraints create a conflict between resource development and capacity building.

This study evaluated how the communication of the new performance management system by the City of Windhoek influenced the beliefs of its employees and consequently to determine the effects of the communication process on the degree to which buy-in and readiness is created. Armenakis, Harris and Field's (1999) five element model of examining the change recipient's beliefs, namely, discrepancy, appropriateness, principal support, efficacy, and valence was used as a framework for this study. These beliefs play a major role in affecting behaviours of the change recipients (employees) toward the implementation of a new change initiative in an organisation. Discrepancy involves assessing if employees believe that a need for change does really exist in the organization. Appropriateness seeks to find out from the change recipients whether the performance management system being introduced in the organization is an appropriate reaction to the need and the vision of the organisation. Principal support describes the support from change agents and opinion leaders for the organizational change. Efficacy refers to a belief in one's capabilities to organize and execute the courses of action required to produce given attainments. Valence refers to the intrinsic and extrinsic attractiveness (from the change recipient's perspective) associated with the perceived outcome of the change. Literature on organizational change, organizational communication and change implementation were used, to gain and highlight insights regarding the role of change communication during change implementation, and to provide the conceptual framework for the research design and analysis. A single case study research method was used under a mixed research paradigm. The study used a survey questionnaire that was sent to 711 employees; a sufficient and representative 202 questionnaires were returned from all levels of the organization, yielding a response rate of 22.4%. In addition, three focus group interviews of a representative cross section of staff were conducted as also document analysis to collect data for the study. The summative average percentages of levels of agreements and disagreements of the respondents for each of the five change recipient's beliefs indicate a fairly high degree of agreement (buy-in) and considerably low degree of disagreement (resistance) among the respondents to nearly all five change recipient's beliefs. Discrepancy received the highest degree of agreement (buy-in) 84%; efficacy received 73%, appropriateness 66% and valence 59% whereas principal support scored the lowest degree of agreement of about 40% of the respondents. Despite the high degree of agreement (buy-in) for these elements, there was also a notable number of the respondents who neither agreed nor disagreed to some of the five change recipient's beliefs. In particular, principal support had 38%, valence had 28%, and appropriateness had 22% who neither agreed nor disagreed. The degree of disagreement (resistance) is relatively low in almost all five change recipient‟s beliefs except for principal support which indicated slightly higher levels of disagreement (19%). The results of the study indicate that the communication methods e.g., the road show, leaflets and brochures, discussions and training sessions used during the pre-implementation phase of the new performance management system influenced the change recipient‟s beliefs on the discrepancy for the new performance management system. The evidence is that these communication methods and actions helped to create a sense of urgency and the need to implement a new performance management system among employees. The new performance management system was also believed to be appropriate and its appropriateness was justified through the use of various communication methods which provided detailed explanations on how the new performance management system was different to the earlier performance appraisal system. Notwithstanding the belief in the appropriateness of the new performance management system, the study found that the absence of such a performance management system over a long period of time had cultivated a hidden but unifying shared set of values, beliefs and assumptions among employees that seem not to fit or be suitable to the demands of the new performance management system and the current challenges facing the organization. The employees themselves noted this discrepancy. Hence, they argued, there is a need to bring about new culture with new sets of values, beliefs and assumptions that will better suit and support the current demands facing the organisation and its members. The study found that although employees significantly believe that they have high levels of personal self-efficacy, the change message that was communicated to them did not in itself appear to help to create and further develop this employee self-efficacy. The change message mainly focussed on the need for training, and the design of job descriptions and technical aspects of the performance management system. The study revealed that the employees' belief in principal support of the new performance management system was that principal support was seen as less than sufficient or not as evident as they would have liked. Employees remarked that principal support was only conveyed during the initial stage of communication, thereafter, principal support from senior management was seen to have declined throughout the pre-implementation phase. Nonetheless, immediate supervisors and managers were believed to more supportive than senior management. The literature points to a lack of belief in principal support as an important cause of a loss momentum in change initiatives, which in turn may result in cynicism and greater resistance, especially by those who have vested interest in maintaining the status quo. Valence refers to the intrinsic and extrinsic attractiveness (from the change recipient's perspective) associated with the perceived outcome of the change. The results show that respondents have mixed beliefs about the personal benefits associated with the new performance management system. Thus, 63% of the respondents believe that it will benefit them, 75% believe that it will increase their self fulfilment, 68% believe that it will increase their feeling of accomplishment, 45% believe that their fringe benefit will remain the same after it is implemented, and 58% believe that they could earn high performance return. However, the result also shows that there are still many respondents who neither agree nor disagree to the presence of personal valance with regard to the new performance managements system. This study established that the use of various communication methods persuaded the majority of the City of Windhoek employees to view the new performance management system overall in a favourable light. However, interviewees criticised the communications process on the grounds that most of these methods were only used once and were not repeated, as they would have liked. Lessons on this item from other change studies are that when communicating new change initiatives, change agents should use different methods of communication and as many times as possible to influence the belief of employees. This report is structured as follows: Section 1 provides an abstract and introduction to the study. Section 1.2 presents a brief review of core theories and recent empirical studies relevant to the research problem. Section 1.3 provides a description of the research method followed in addressing aim and objectives of this study. Section 1.4 presents the results of the evaluation report and section 1.5 discusses the findings and make conclusive recommendations. Section 2 of this study complements subsection section 1.2 (in section 1) with a more detailed review of the literature on organizational change, organizational communication and change implementation. This more detailed review was conducted before the field work and write up of Section 1. The literature incorporated into Section 1 was distilled from this more detailed review. Similarly, Section 3 of this study complement subsection 1.3 (of section 1) with an extended description of the research design and research procedure followed in the study.

Future Search is a new concept in Namibia. This study looks at the application of a Future Search Conference (FSC) with the Nursing Board of Namibia with a view to investigating participants' experiences and perceptions of the FSC as an organizational change strategy. I conducted a case study in the interpretive paradigm, since I was interested in understanding the subjective experience and individual perceptions of five respondents with regard to the FSC. To obtain in-depth information on how participants felt about the FSC, I employed two data gathering tools: un-structured individual interviews and observation. The findings confirmed that the Future Search is a new concept in the Ministry of Health in particular and in Namibia as a whole. Participants are of the opinion that leaders and managers are key figures in the success or failure of the Future Search. They showed a tremendous interest in the process and are willing to embrace and master the tool so they could try it in their various areas of work. Emphasis was put on the need to get the FSC introduced to leaders and higher management cadres on a wider scale, because they are decision makers and can decide whether or not the Future Search could be institutionalized. This study concludes with an appeal from respondents to be exposed to the Future Search again in a better time frame than the short time we had.

The challenge for Namibia is to translate Vision 2030 into realistic and implementable programmes and to develop and adopt a set of interventions which will raise the quality of education. The quality of education currently on offer varies from school to school and, indeed, from class to class (Namibia. MoE, 2006, p. 1). The National Standards and Performance Indicators (ETSIP, 2006) for schools in Namibia and the Education and Training Sector Improvement Programme (ETSIP), have been developed to address the quality of education across the country, and to make provision for school managers to be trained. Organisation Development is a planned change approach which focuses on the change processes of the organisation, by opening up communication, decreasing internal destructiveness – such as win-lose conflicts – and by increasing creativity in problem solving. It is based on the values and assumptions about people and their organisations. OD promotes interdependence and interconnectedness, involvement in problem solving and decision making. OD is a process for teaching people how to solve problems, take advantage of opportunities, and learn how to do better over time. OD was introduced to Evergreen Senior Secondary School in the form of a Survey Data Feedback (SDF) where data was collected, analysed and fed back to the participants. The case study involved 20 staff members made up of the principal, two head of departments and 17 teachers. Formal and focus-group interviews, as well as observation, were used to collect data. What was derived from the data was that the OD approach was something new to the participants, and served as an eye-opener. Further, it became evident from the data that participants had high hopes that OD would bring about immediate visible changes regarding the operation of their organisation. It is essential to remind participants that OD is a long-term change process, and not a “quick fix”.

Organizations globally are challenged with a very volatile, fast changing environment. It is only those organizations that develop the capacity to change timeously that will survive in this millennium. (Meyer & Botha, 2000, p.23) Organizational development (OD) is a planned change approach aimed at changing behaviour and enhancing organizational effectiveness. Central to such an approach is continuous business process improvement. OD rests on the foundation of values and assumptions about people and organizations, and it is imperative that organizations adopt systematic methodologies in introducing business improvement interventions. The study introduced an OD approach to one of the rural primary schools in the Omusati region of Namibia, with the purpose of examining if it would bring change in the school. My goal was to explore participants' experience and perception of the OD process and to investigate the possible short term outcome of such an intervention. The case study involved 16 staff members made up of a principal, one head of department and 14 teachers. Data was gathered through formal interviews with the principal, head of department and three teachers, through a focus group interview with teachers, and through observation and observation note entries. The study found that OD was a new concept approach to the participants which differs completely from the way that change processes are introduced in the schools. Participants felt that introducing change in an organization using an OD approach can bring effective change, but it can also place huge demands on participants' commitment. This is particularly so if they do not adopt it as an internal process of business improvement. The OD approach is a long-term change process and not a quick fix. Finally, the outcome of the intervention indicated enthusiasm for the school to continue addressing the prevailing challenges despite various obstacles that they do not have control over.

Post independent Namibia adopted a decentralization policy which involved the transfer of decision-making powers and administrative authority from central government to government institutions, including schools, with a view to improving quality. However, despite new educational policies, Namibian educators continue to operate in a non-participatory manner and are unprepared for their role as change agents. This has created tension between the espoused benefits of decentralizing and the reality in schools. In such a turbulent situation schools need to be helped to understand the complexity of change in order to adapt, and OD plays a crucial role in this regard. OD is a consciously thought of and systematically implemented organization-wide improvement effort which aims at increasing organizational effectiveness and health through action research. Rather than a top-down change approach, the OD practice adopts a bottom-up approach to change. This study introduced and investigated an OD intervention in a Namibian rural school in Ohanguena Education Region, with the purpose of exploring participants’ perceptions and experience of the process and of the possible short-term outcome of the intervention. Its findings could be of significance to educators, organizations and future OD esearchers. The study is an action research case study located in the interpretive and critical paradigms. Multiple data collection tools were used during this study, namely observations, structured one-to-one interviews and focus group interviews. Interpretive analysis was used as the data analysis approach. The study found that despite OD being new to participants, it was embraced as a change strategy as it made significant impact on their understanding of organizations and conception of change which is radically different from the common top-down approach to change. The intervention further empowered participants with new skills of initiating change and problem-solving strategies. Apart from that, the intervention yielded a positive short-term outcome which motivated participants to adopt and apply OD in the future without underestimating challenges associated with the process.

A central concern of this thesis is the expansion, distribution and control of 'non-standard' employment in Namibia since independence. The employment relationship has assumed various historical forms under capitalism, each of which corresponds to a specific mode of regulation with distinct structural dynamics. An attempt is made to extend the regulation approach 'downwards' to account for the problem of order in the workplace and to place the employment relationship within its own regulatory framework. The point of departure in this study of the dynamics of labour regulation is the contradictory nature of labour's incorporation, allocation, control and reproduction within the labour market. The employment relationship is never only an economic exchange, but is also mediated through an institutional framework that connects the processes of production and social reproduction, and regulates conflicting interests inside and outside the workplace. This relationship, as critical realists have pointed out, is a product of the indeterminate intersection of several generative structures. The roots of these generative structures can be traced to three sets of social processes: the processes of production and the structuring of labour demand; the processes of social reproduction and the structuring of labour supply; and the forces of regulation. Non-standard employment is viewed as a particular social and spatio-temporal 'fix' for the various regulatory dilemmas generated by the standard employment relationship. This conception underscores the fact that a national system of labour regulation decisively shapes the conditions under which employers are able to casualise a part of their workforce. The differential experience across national boundaries suggests that analytical space needs to be provided for systems of labour market regulation which may either accentuate or moderate pressures for casualisation. Segmentation on the demand side of the labour market is explored through an analysis of the types of non-standard jobs created in different economic sectors. The various forms of employment 'flexibility' tend to vary in importance according to the specific manner in which a firm chooses to compete. Consequently, non-standard employees are distributed in a complex and uneven manner across industrial sectors and the occupational hierarchy, and face a diverse range of possibilities and liabilities that shape their levels and forms of participation in the labour market. By counteracting the homogenisation effects of labour law and collective bargaining, the mobilisation of cheap and disposable labour through non-standard employment contracts allows employers much greater discretion in constructing the wage-effort bargain. With non-standard employment, social and statutory regulation is weak or underdeveloped and hence managerial control is autocratic, with a significant contractual component. Although the changing social composition of the workforce associated with employment 'flexibility' poses serious challenges to the modes of organisation that have long served the labour movement, trade unions in Namibia and elsewhere have been slow to respond to the threats of casualisation. Of concern here, is the extent to which attempts to promote the security of existing union members is compatible with attempts to organise non-standard employees. This thesis shows that the unions have developed a complex amalgam of strategies in their efforts to regulate non-standard employment relationships.

Since independence, the Namibian education system has experienced a process of transformation from authoritarianism to democratisation. The philosophy underpinning this process is spelt out in the policy, Toward Education for All, with its four major goals being: Access, Equity, Quality and Democracy. Democratisation of education would mean that people would be equally involved in decision‐making processes both at the system and organizational level, so as to contribute collectively to shaping the destiny of education in Namibia. This would mean at the school level of an organization, that teachers are the facilitators of democracy and agents of change in the learning organization environment. To strengthen democracy and empower people’s participation in the decision‐making process, Namibia further adopted a decentralization policy which involved the devolution of power and administrative functions from central government to regional authorities. In the context of this policy framework, schools should take responsibility to introduce and manage change in their organizations. However, evidence suggests that schools have been slow to take up the challenge and that change is largely still initiated by regional officials. This study looks at how organisation development (OD) may play a role in encouraging a mindset where change may be initiated by the organisation itself. OD is a planned change strategy based on normative re‐educative and empirical rational strategies implemented systematically. OD is participant driven, involving a series of activities that move the organization to a preferred future. It focuses on human behaviour and organizational change through staff participation practising a bottom‐up rather than top‐down approach. This study reports on an OD intervention in a rural school east of Rundu, in the Kavango Educational region of Namibia. The study aimed at exploring staff involvement in an OD intervention and probed participants’ perceptions and experiences of the process. The study is an action research case study located within the interpretive and critical paradigms. Observation and semi‐structured interviews were the main data‐collection tools used in the study. In its preliminary investigation the study found that a lack of staff involvement in decisionmaking processes and participation in meetings were the major factors that were perceived to retard the effectiveness of the organization. The study further found that the authoritative style of leadership in the school contributed to the lack of cooperation and participation of staff members. In contrast, the staff responded positively to the OD intervention. Participants embraced OD as a democratic approach to change as it made a meaningful impact on their understanding and conception of organization change. The intervention further empowered participants with new skills and knowledge of initiating change and problem‐solving. Apart from that, the intervention provided a possible short‐term outcome that encouraged participants to adopt and apply OD in the future, without underestimating the difficulties associated with the process.

The appreciation by leadership of the culture of an organisation plays an important role in the success of that organisation. Leadership and organisation culture are an inextricable part of the life of an organisation. The shared assumptions and beliefs of the individual within an organisation shape its culture. My study investigates the aspects of school culture and, further, looks at its link to the success of an organisation, and at the leadership style that influences such an organisation. My research, conducted in the interpretive paradigm, is a case study which was carried out at a public secondary school in the capital city of Windhoek, in Namibia. Since the school was built during South African rule, it was intended mainly for white children. Since independence, it has undergone transformation and is currently integrated, accommodating learners from different cultural backgrounds. It is a successful school, with a good reputation for its discipline and academic excellence. I chose this school deliberately, for those reasons. My findings are that there are aspects of culture which maintain its creation and perpetuate the existence of a particular culture at the school. This school’s culture is embedded within the Christian faith, and there are deliberate rituals and ceremonies put in place to enhance the creation and maintenance of the values that inform its culture, and the school leadership, management, teachers and student council members have a central role in this regard. My study shows that the creation, understanding and appreciation of beliefs and values of the individual within the organisation enable the consequent creation of the shared vision and values that ultimately lead to the foundation and maintenance of a strong culture.

Thesis (MBA)--Stellenbosch University, 2001.
New technologies have the ability to enable radical new business strategies, new value propositions and at least transform the manner in which we conduct our day-to-day business. This not only transforms our business but also the speed at which it occurs is nothing short of phenomenal. In the 1990's the advent of the Enterprise Resource Planning (ERP) tools brought about a previously unknown capability of integration and business processes as opposed to functional management. This brought about the capability to reengineer business processes and subsequent work practices. This opportunity presented itself at Rossing Uranium Limited and based on a sound business case this organisation went ahead to implement an ERP along with reengineered work processes. This study project has examined the role of information technology in a modern organisation and its ability to transform business processes. The theory of information technology as a key enabler is explored and documented. The human factor and change management is a critical success factor in any of these major technology or business improvement initiatives. This study has therefore examined the need for change management in organisations and the change management process in some detail. Further to this the topic of improvisational change was introduced, as a recognition that change management within a bounded project initiative is not always sufficient to support ongoing sustainable business improvements. The theoretical aspects of systems implementation, reengineering and change management are extrapolated into a real life case study, Rossing Uranium. Within this case study the external market environment is described along with the internal organisational dynamics. The case study goes on to describe the implementation of the ERP, the reengineering effort and the change management program. The final chapters deal with the evaluation of the Rossing business case within the context of the change management process and focusing particularly on business outcomes and the strengths and weaknesses of the change management program. This is followed up by some key recommendations to address shortcomings.

Chapter 3 tells the story of human rights in the United Nations. The work shows how we can understand the UN as a complex system of regulatory authority, which evolves with changes in the behaviours of the Member States and United Nations bodies as they respond to new information. The analysis demonstrates that, up until the 1960s, human rights provided a set of moral guidelines only, informing states how they should treat those subject to their jurisdiction and control. That was until the newly independent African countries joined the Organization and turned their attention to the problem of systematic racial discrimination in southern Africa, especially after the 1960 Sharpeville Massacre, when UN action against South Africa and South West Africa (Namibia) transformed the non-binding moral code contained in the Universal Declaration of Human Rights into a body of international human rights law, with the development explained by the importance of subsequent agreements and practices in the evolution of the regulatory authority of the United Nations.