Change processes in the subsidiaries attached to the university of havana cuba

Change is in human nature, we all constantly need to change, but at the same time it is a natural process of organizations, it is based on redesign and seeks adaptability to changes in the environment, when changes are made through self-direction, participation and collaboration are changes that involve workers. The objective of the work is the study and assessment of the change processes in the university branches, from the determination of the set of restraining forces and driving forces.

KEY WORDS: Change processes, organization, university, subsidiaries, strategic direction

INTRODUCTION

All organizations worldwide strive to develop change processes whether at a technological, structural or human level, all seek through technological innovation or technology transfer to invent new technologies, new processes, new products, increase the quality of the product, create new characteristics to the product, increase its benefits; from the point of view of the organizational structure, develop new strategies, improve leadership, change the structure of the organization, decentralize, etc; From the human point of view, expand teamwork, increase staff versatility, generate new shared values in staff, improve expectations and aspirations, change behaviors. Hundreds of thousands of dollars are dedicated to financing training,training, participation in events and workshops, advice, acquisition of books, consulting programs and project development.

Organizations understand that their processes must be organized, collaborative, with open, honest and reliable communications, with self-correcting systems that stimulate feedback, learning and conflict resolution, that are strategically integrated and that are oriented to change. Workers want their jobs to be self-directed, based on values and human dimensions, that their activities are integrated into teams, networks and alliances.

These organizations oriented to self-direction according to Cloke, K and Goldsmith, J (2000), are characterized by being flexible, renewable, and constantly change and evolve in forms and structures that are highly sensitive to environmental conditions. This type of structure manages to visualize the organization as a living organism in evolution in which individuals, partners, teams, networks and alliances design their own roles, communications, processes and relationships.

All change presents us with options and each option has consequences, both internally and externally for ourselves and for others; in context, processes and relationships, in what is possible and what is not. All change is somehow linked to time and is irreversible, creating results that cannot be predicted. We pass on to future generations, not only the consequences of what we change, but also of what we do not change, and of the change processes that we use and do not use. (Cloke. K and Goldsmith. J, 2000).

Overall objective

The objective of the work is the study and assessment of the change processes in the university branches, from the determination of the set of restraining forces and driving forces.

DEVELOPING

The processes of change are movements towards more advanced forms of organization, according to Schein E. (2000), in organizations several forms of change can occur: changes as a general evolutionary process; changes as a process of adaptation, learning or specific evolution; the changes as a therapeutic process and finally the changes as a revolutionary process.

The university affiliates needed a change towards a different structure and abandon the old hierarchical structure, based on an administration designed on the top, but required an administration through the entire organization, for this they needed a teaching staff of higher quality and greater versatility regarding teaching, research and administration, who will work to increase their capacity to become responsible members of self-directed teams, develop themselves as leaders, and help direct different issues.

The organization needed a higher level teaching staff who embodied a clear commitment to values, ethics, revolutionary values, and integrity, who inspired collaboration, supported honest interaction, fostered trusting relationships, and encouraged self-direction and strategic alliances. with other organisms.

Strategic direction

In the Subsidiaries, the strategic Management is conducted as follows, the governing center prepares the strategic objectives and these are carried out by the higher level of management, which in this case are the directors-teachers of the University of Havana (rector, deans). These objectives describe a descending structure towards affiliates, but they are also ascending once they are analyzed in these centers and in the careers to which the different teachers belong.

In the elaboration of the strategic plan, it is sought to guarantee the convenience of the objectives and strategies between the different careers, in such a way that contradictions and non-compliance are not generated, it is also about guaranteeing the cascading structure of these objectives, so that the strategies of the dean of the faculties become objectives in the lower levels such as careers.

Strategic objectives

The Strategic Directorate includes Human Resources Management (HRM), which can be seen in the consulted documents that are presented below:

Prioritize political-ideological work with a comprehensive approach and educational project. Strengthen and develop Human Resources. Main emphasis on revolutionary integrality and PhDs. Increasing economic efficiency as a way to recover the material base. Priority to economic control and the partial self-financing scheme Increase the computerization of Higher Education Strengthen alliances with the Central State Administration Bodies (OACE) and the territories.

Improve the Human Resources Management subsystems in Higher Education Centers. Improve university management.

Tasks or plans by strategies

Improve the Human Resources Management subsystems in Higher Education Centers Use the minimum essential staff Increase suitability and multi-occupation Extend management responsibilities with higher-level professors and researchers Reduce management positions in templates Develop a competitive job training process as a means of entry to the cloister Maintain frequent evaluation of the requirements of the teaching and research categories and ratification every five years Achieve a high percentage of Ph.D. in the cloisters. in competitive results and in their ethical behavior. Achieve stability of the cadres with results and rapid replacement of those that have no prospects. Encourage more than recognize.

Improve university management.

Create flat, flexible and dynamic structures adjusted to the needs and the environment Increase the existence of nodes of excellence: study and research centers that promote the network Decentralize financial resources by nodes and differentiate the self-financed units. power where problems are solved, prioritizing the main roles and key relationships Substituting hierarchical levels for coordination relationships at the same level of the network Allowing each node to actually be a power center, replacing the single power centers. Decentralization of management Reduce vertical interaction and formal authority Increase executive responsibility and leadership role Minimize staffing in the structureComputerize the relationships between units and take information from the source Organize structures by results or product / service and not by tasks, grouping similar processes and achieving a minimum of steps and contacts from the client Create virtual executive units that energize the network.

As can be seen from these strategic objectives, the university achieved a change in its operation, an improvement in higher education, resulting in a unification of university branches, this led to a decrease in the teaching staff, to the selection of those most suitable teachers, with a higher teaching-research category and more versatile in their university activities.

Operation of the change processes in the organization:

The University Branch was in a process of improvement of higher education that sought to improve the quality of the study plans, the quality of the teaching process, the quality of its results, the quality of the graduate and their integration into the labor market.

The results obtained in the brainstorming indicate the existence of restrictive forces that maintained the stability of the organization and deserved special attention, as they represent possible sources of resistance to change. If these forces were attacked, there would be a much greater chance of achieving the planned change. (Lewin, 1948).

The forces of resistance were grouped into three general categories: organizational culture, personal interests of teachers, and strategies of the governing center.

From the brainstorming carried out with the teachers belonging to the Boyeros, Diez de Octubre and Arroyo Naranjo subsidiaries, it was possible to determine the driving and restraining forces in the Lewin force field diagram and the forces that limit a change towards the improvement of higher education, towards the improvement of the organization in the subsidiaries.

Force Field Analysis

Assessment of the change process

The study of the process of change in the university branches attached to the University of Havana revealed the following reflections:

Change creates feelings of loss, insecurity, and fear People resist change because they don't feel the need for it No one wants to be changed, but everyone wanted to continue to learn, grow and become more effective Change means small-scale changes about the ways in which things are done and points to specific human behaviors. Each change goes through a transition period in which nothing is clear and the people who are in the process are not satisfied. They must change and reinforce cultures and systems. Changing part of a system changes the system as a whole.

From this brainstorming it could be observed that obstacles are generated in every change process. The first was the resistance of the leaders (directors of subsidiaries and race managers), since they realized that when the subsidiaries were unified, their power and logically their prestige would unfortunately disappear. The second was the lack of understanding on the part of the staff because they considered that the change would not work. The third was the resistance of the selected teachers to continue in the New University Branch as they were unaware of the new responsibilities and paradigms were generated that led to misunderstandings. The fourth is the presence of conflicts because every change generates a change of personalities and people and the conflict arises due to the loss of the job, the position and the opportunities for progress,improvement and learning.

It could also be appreciated:

The change oriented in the New University was basically directed towards the system, however, it had a direct impact on teachers, towards a change in their competences, in their capacities, in the way they carry out their university activities. By changing the system, everyone changed. According to Cloke, K and Goldsmith, J (2000), changing some of the ways an organization operates results in changes to the system as a whole.

Resistance to change is marked by interests; On the one hand, there are the subsidiaries, their leaders and teachers, and on the other hand, the governing center, which makes consensus between the parties very complicated, since an inclusion of interests was necessary. For this reason, open discussions were held with all the staff and leaders of the governing center to explain the characteristics of the process, the new situation it was facing and the aspirations of higher education, without forcing decisions and seeking new ideas and proposals for the process.

The change processes are impossible to frame them in time as they tend to be discussed, debated, renegotiated and all the requirements must be met. At the university, the process of unifying the branches took longer than previously planned. According to Cloke, K and Goldsmith, J (2000), change takes as long as it really takes.

Finally, despite the recipes of Cloke, Goldsmith, Lewin, Stoner and Shein on how a successful process of change could develop, it must be admitted that there are no maps, guides and formulas that each process of change has its own characteristics and that great some of what happens is discovered in the process.

However, the new cloister managed to meet its strategic objectives, making it necessary for them to go beyond the insurgency of change, which implied a revolutionary transformation. This meant that the teaching staff was transformed from being a simple agent of change into being organizational revolutionaries by teaching different subjects, by assuming a greater number of groups and by performing different administrative tasks due to having greater competencies, that is, to all that set of knowledge, abilities and skills for which they were selected to stay and perform activities more effectively.

This demonstrated that to achieve the change in the university branches it was necessary to dismantle the hierarchy and to some degree its bureaucracy through the collaboration of all the teaching staff and self-direction to increase participation, integrity and responsibility. In this way changing the way we thought meant transforming, dismantling and redistributing organizational power.

CONCLUSIONS

According to Cloke. K and Goldsmith. (2000), democracy is a form of government that requires everyone to participate in leadership, due to that preference encourages diversity and needs leaders who can combine different talents and perspectives in an integrated whole. For this reason, democratic organizations demand leaders who listen, empower others, build trust, foster relationships, negotiate collaboratively, and resolve conflicts.

All change processes are not the same, nor are the situations that cause them the same. In the university affiliates, the change process was a change directed from the direction of the governing center that sought to reinforce collaboration, self-direction as a strategy of organizational democracy, managing to distribute power more and transforming each teacher into an agent of change, giving as The result was a more versatile, integrated, interconnected organization, challenging everyone to work at the highest levels of effectiveness.

Organizations that cannot change under new conditions cannot participate in a global economy and ultimately cannot change the way they think will not be able to change the way they compete.

BIBLIOGRAPHY

A (2014). Doctoral thesis." Methodology for the diagnosis of the management of human resources in the universities attached to the ministry of higher education ”. Study Center for the Improvement of Higher Education. Goldmith J and Kenneth C. (2003). " Cultivating authenticity and conscience at work ”. Published by the Coordinating Center for Management Studies (CCED).

Harper and Lynch. (1992) Business Strategy, ed. The Athenaeum, Buenos Aires, pp 280.

Kenneth C. and Goldmith J. (2000). "Practical guide for the workplace of the future". Published by the Coordinating Center for Management Studies (CCED). Lewin, K. (1948) Resolving social conflict. New York. Ed. Harper & Brothers.