Boundary activities and readiness for ... - Projekti-Instituutti

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Supervisor Professor Karlos Artto Instructor Professor Miia Martinsuo, Tampere University of Technology Preliminary examiners Professor Tomas Blomquist, Umeå School of Business, Umeå University, Sweden Professor Satu Lähteenmäki, Turku School of Economics, University of Turku, Finland Opponent Professor Mats Engwall, KTH Royal Institute of Technology, Sweden Aalto University publication series DOCTORAL DISSERTATIONS 70/2012 © Päivi Hoverfält ISBN 978-952-60-4642-6 (printed) ISBN 978-952-60-4643-3 (pdf) ISSN-L 1799-4934 ISSN 1799-4934 (printed) ISSN 1799-4942 (pdf) Unigrafia Oy Helsinki 2012 Finland The dissertation can be read at http://lib.tkk.fi/Diss/
Abstract Aalto University, P.O. Box 11000, FI-00076 Aalto www.aalto.fi Author Päivi Hoverfält (née Lehtonen) Name of the doctoral dissertation Boundary activities and readiness for change during change program initiation Publisher School of Science Unit Department of Industrial Engineering and Management Series Aalto University publication series DOCTORAL DISSERTATIONS 70/2012 Field of research International Project-oriented Business Manuscript submitted 14 June 2011 Manuscript revised 2 March 2012 Date of the defence 1 June 2012 Monograph Language English Article dissertation (summary + original articles) Abstract Multi-project change programs have become increasingly common in both private and public sector organizations. The special characteristics of large and complex programs pose novel kinds of managerial challenges, which prior project management research has not adequately addressed. Furthermore, previous research has mainly viewed projects and other temporary organizations as isolated and independent entities, whereas programs that aim at large-scale change are in many ways embedded in their organizational context. This dissertation, positioned in the field of project and program management, examines the initiation and planning of change programs. The study explores the activities that the key actors of an emerging program employ in managing the program’s interaction with its organizational environment. Viewing programs as temporary organizations, the study adopts the concepts of organizational boundaries and boundary activities from organization theory and applies them to examine the connections between a change program and its parent organization. The research is conducted as an abductive case study of three large service sector organizations initiating significant change programs. The primary data consists of 58 interviews with people involved in program initiation. The findings show how an emerging change program is in constant interaction with its organizational context. The analysis reveals ten types of boundary activities that the key program actors employ to build, shape, cross and guard the program’s boundaries. The results suggest that active boundary management is associated with establishing readiness for change program implementation, and further propose that the different types of boundary activities contribute to the different aspects of this readiness. The findings specifically highlight the emerging change program’s need for autonomy. The study also brings to the fore contextual factors that are proposed as affecting the progress and the success of the early program stages. The study contributes to the theoretical understanding of how temporary organizations are initiated and how they interact with their context. The findings shed light into the logic of how the boundaries of a temporary organization are formed and how they evolve. The results also extend the concept of readiness for change using evidence from large-scale change programs. For organizations establishing change programs, the findings direct attention to the early program stages and particularly to the means of linking the emerging program to other organizational structures and activities. Keywords program management, project management, temporary organizations, organizational change, organizational boundaries, boundary activities ISBN (printed) 978-952-60-4642-6 ISBN (pdf) 978-952-60-4643-3 ISSN-L 1799-4934 ISSN (printed) 1799-4934 ISSN (pdf) 1799-4942 Location of publisher Espoo Location of printing Helsinki Year 2012 Pages 276 The dissertation can be read at http://lib.tkk.fi/Diss/
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Theoretical background Rainey, 2006
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Theoretical background change capac
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Theoretical background change progr
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Theoretical background of each type
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Research methodology and data 3. Re
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Research methodology and data point
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Research methodology and data case.
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Research methodology and data activ
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Results Center has a long tradition
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Results Figure 8 The program struct
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Results made the change extremely c
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Results from Bureau’s various uni
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Results Figure 9 The program struct
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Results “Domain” (a pseudonym).
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Results Instead of an official prog
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Results program was seen to be on t
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Results Figure 11 Illustration of t
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Results Q4 (Center, program manager
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Results Q8 (Bureau, project partici
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Results stronger during the course
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Results personnel of the local unit
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Results Figure 12 Different types o
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Results planning. Information seeki
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Results practice, guarding activiti
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Results Table 14 Comparison of boun
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Results categories, based on the ac
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Results 4.4 Readiness for change pr
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Results In case Center, the overall
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Results Q42 (Center, top manager):
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Results daily work to take care of
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Results work. At the time of the se
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Results view of readiness for chang
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Results Table 17 Identified associa
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Results has been vital to show that
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Results Table 18 Identified associa
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Results this fall we have establish
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Results 4.5.3 Identified associatio
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Results central line managers in pr
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Results Table 20 Summary of the ide
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Results Like task coordinating acti
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Results The characteristics of the
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Results authority, but he gradually
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Results Regarding the third case, t
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Results happen in this challenging
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Results program launch the program
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Results The other two cases, Bureau
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Discussion hand, in time orientatio
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Discussion To sum up the discussion
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Discussion and resource seeking has
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Discussion differ on the amount of
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Discussion Case Center demonstrated
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Discussion Previous empirical resea
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Discussion description responsible
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Discussion and these representative
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Discussion achieving the required l
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Discussion 2009; Blomquist & Mülle
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198 Discussion program initiation a
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Discussion 5.2.3 Program autonomy a
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Discussion may even be portrayed as
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Discussion presented by Ericksen an
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Discussion a legitimate position, a
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Discussion internal validity, espec
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Conclusion 6. Conclusion In this ch
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Conclusion Finally, in line with re
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Conclusion provided indications of
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References References Aaltio-Marjos
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218 References Balogun, J. 2003. Fr
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References Cacciatori, E. 2008. Mem
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References Dunphy, D. 1996. Organiz
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224 References Glueck, W. F. 1969.
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References Jensen, C., Johansson, S
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References Lehtonen, P. 2007. The e
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References Mealia, L. W. 1978. Lear
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References Parker, R., & Bradley, L
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234 References Sashkin M., & Burke,
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References Thompson, J. D. 1967. Or
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Appendices Appendices Appendix 1: I
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Appendices Interview outline: case
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Appendices Appendix 2: Code framewo
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Boundary type Overall view in case
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Boundary type Overall view in case
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Boundary aspect Temporal Most progr
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Categories and types of boundary ac
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Indicators of readiness for change
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