Employing history, social theory, and a detailed contemporary case study, Knowledge for Social Change argues for fundamentally reshaping research universities to function as democratic, civic, and community-engaged institutions dedicated to advancing learning and knowledge for social change. The authors focus on significant contributions to learning made by Francis Bacon, Benjamin Franklin, Seth Low, Jane Addams, William Rainey Harper, and John Dewey—as well as their own work at Penn’s Netter Center for Community Partnerships—to help create and sustain democratically-engaged colleges and universities for the public good. Knowledge for Social Change highlights university-assisted community schools to effect a thoroughgoing change of research universities that will contribute to more democratic schools, communities, and societies. The authors also call on democratic-minded academics to create and sustain a global movement dedicated to advancing learning for the “relief of man’s estate”—an iconic phrase by Francis Bacon that emphasized the continued betterment of the human condition—and to realize Dewey’s vision of an organic “Great Community” composed of participatory, democratic, collaborative, and interdependent societies.

In his first complete text on the ADKAR model, Jeff Hiatt explains the origin of the model and explores what drives each building block of ADKAR. Learn how to build awareness, create desire, develop knowledge, foster ability and reinforce changes in your organization. The ADKAR Model is changing how we think about managing the people side of change, and provides a powerful foundation to help you succeed at change.

This book features both cutting-edge contributions on managing knowledge in transformational contexts and a selection of real-world case studies. It analyzes how the disruptive power of digitization is becoming a major challenge for knowledge-based value creation worldwide, and subsequently examines the changes in how we manage information and knowledge, communicate, collaborate, learn and decide within and across organizations. The book highlights the opportunities provided by disruptive renewal, while also stressing the need for knowledge workers and organizations to transform governance, leadership and work organization. Emerging new business models and digitally enabled co-creation are presented as drivers that can help establish new ways of managing knowledge. In turn, a number of carefully selected and interpreted case studies provide a link to practice in organizations.

In this contribution to change management, Thatchenkery describes a brand new methodology called Appreciate Sharing of Knowledge (ASK) and provides a step-by-step tool kit for anyone interested in knowledge management.

'The Effective Change Manager' is designed for change management practitioners, employers, authors, academics and anyone with an interest in the evolving professional discipline of change management. The first edition, 'The Change Management Body of Knowledge (CMBoK©)', drew on the experience of more than six hundred change management professionals in thirty countries. This second edition has grown that base to over 900 contributors and reviewers. 'The Effective Change Manager' describes the underpinning knowledge areas that change managers must know and understand to be effective in their change practice. It also describes the evolution of the change management practice as it starts to mature. The Change Management Institute operates as a global leader in strengthening, connecting and advancing the change management profession. It is committed to assisting members in developing Capability, Credibility and Connections in their pursuit of professional excellence. The Change Management Institute is an independent professional organization that is uniquely positioned to promote and advance the interests of Change Management.

All knowledge is always a matter of change, as this book underlines. All knowledge links You and Me to Reality. This process of positioning cognition has become heavily influenced by conversion. Its cultural background is in this book named ‘the New Plural’: a worldview based on combinations of Analog, Digital, AI and Quantum understandings of reality. The New Plural, combined with in-depth observations on the Subject in new forms of knowledge formation, forms the background theme of the book. To understand the Subject as defined in past centuries, like Kant’s so-called ‘split ego’ or Voegelin’s ‘flow’, are outlined together with Husserl’s ‘phenomenology of ego-positions’. Today, one encounters the Subject transformed into a Self with other forms that replace the traditional Subject and its position. The dynamics of the Self are therefore broader than any Selfie can picture. What the book calls ‘the Self in digital culture’ and for what it introduces the name Self-E, is therefore essential for a semiotic observation of all actual patterns and practices of communication. The decentering of the Subject changed human cognition. The book introduces ‘The 3-S Triad’ (composed of the ‘Subject–Self–Self-E’), which has taken the place and functions of the classical Subject and its dynamics. Cognition has assumed a different position in the heart and mind of every human being. At the same time, the influence of ‘The New Plural’ has grown, making digital thought formation the leading pattern and foundation of today’s knowledge. That different view on human identity made knowledge as understanding and its traditional grasping disappear. All fragments of planetary life were subjected to a newly conceived and often digitally anchored fitting. That forms one of the most powerful and global challenges to the human mind. What if we conclude about climate change that our knowledge fits the problems concerned? The book’s final pages outline an epistemological path through such complex zones of knowledge! But its broad and encompassing background question remains, what the concept of change really means when it is challenged to clarify the topic we name climate change.

Change and Knowledge Management has to be seen in the light of the evolution of the Knowledge era, which made inroads during the nineties. With the establishment of an intranet in large organizations, exchange of information was easily available and suddenly feasible. This lead to the beginning of the knowledge society in general and Knowledge organization in particular. The immature anticipation of knowledge era where it was thought that information would be shared by every member of an organization through a common platform and the quality improvement process would be enabled more or less by itself, took a couple of years to realize the assumption as false. Till now, there are no examples of a company in which transformational learning has been facilitated by an Information Technology system only, because the early initiators forgot the human element involved in this exchange. It also failed to address that information does not equal knowledge and that human knowledge is in the strength of the persons who constitute the parts of a bigger structure. Bridging the gap between the knowledge individual and the organization and taking the technical as well as the personal element to facilitate the change process in an organization is the endeavor of this book.

Uncovering roadblocks to improvement; Diagnosing and intervening in the organization; Using key learnings to solve problem situations.

"This book reviews practices that lead to social and organizational change and how these practices are influenced by technology"--Provided by publisher.

"A good balance between theory and practice . . . it definitely fills a void in the [lack of] texts in the area and the change literature in general . . . a good fit for my graduate class on 'Managing Organizational Change.'" —Anthony F. Buono, McCallum Graduate School of Business, Bentley College "Like Gareth Morgan's Images of Organization, this book is a superb blend of theory and practicality. It demystifies chaos and paradox, and it encourages the understanding of organizational dynamics from multiple perspectives. It is refreshing to read a book that presents diverse theories and interventions so even-handedly." —Andrea Markowitz, Ph.D., President, OB&D, Inc. Learning to Change: A Guide for Organizational Change Agents provides a comprehensive overview of organizational change theories and practices developed by both U.S. and European change theorists. The authors compare and contrast five fundamentally different ways of thinking about change: yellow print thinking, blue print thinking, red print thinking, green print thinking and white print thinking. They also discuss in detail the steps change agents take, such as diagnosis, change strategy, the intervention plan, and interventions. In addition, they explore the attributes of a successful change agent and provide advice for career and professional development. The book includes case studies that describe multiple approaches to organizational change issues. This book will appeal to both the practitioner and academic audiences. It can be used as a text in graduate courses in change management and will also be a useful reference for consultants and managers. Features: Discusses the abilities, attitudes, and styles of successful change agents Describes five fundamentally different ways of thinking about change Presents a state-of-the-art overview of change management insights, methods, and instruments Summarizes an extensive amount of organizational change literature Supplies readers with useful insights and courses of action that will allow them to design and implement change professionally Learning to Change became a bestseller upon its initial publication in the Netherlands. The color-model on change is very popular among thousands of managers and change consultants and presents a new approach to change processes and a new language for change.