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

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Results practice, guarding activities may be about not including some organizational units or some people in the program, or refusing to utilize some of the parent organization’s standard procedures in the program work. They may also be about purposefully scoping some issues out of the program. Examples are given below: Q33 (Center, coordination group member): “A representative of our unit has not been invited to these meetings, even though this person is probably one of the leading experts [in this area] in Finland.” Q34 (Bureau, project participant): “There is this [project audit procedure] that should in principle be applied to all IT programs, projects and systems … But this is like the shoemaker’s son going barefoot: the projects in [the program] have not followed [the policy].” Correspondingly, enclosing activities are about blocking the outwards flows from the program. These activities may include, for instance, keeping the plans within the core program team and restricting communications about sensitive issues to some groups within the parent organization. The following examples illustrate these activities: Q35 (Bureau, project manager): “From the beginning we realized that if we do [this project] with a low profile, we will get fewer comments from others. Thus we started to do this very independently, keeping a low profile, and we don’t really report to anyone either. … It provides us with freedom and enables fast operation.” Q36 (Chain, development area director and original program owner): “I think we have [communicated the plans] quite openly, except that naturally we have not told the specific figures of how many people will be affected and how much we have to decrease personnel.” Next, the three cases are compared in terms of the boundary activities. 4.3.2 Comparison of boundary activities across the cases In this section, case-specific counts of boundary activities are presented and the cases are compared in terms of boundary activity. Altogether 606 quotations referring to boundary activities were identified in the three cases. Each of these quotations represented instances of one or two boundary activity types presented in the previous section. As described in the methodology chapter (section 3.5), the ten different types of boundary activities were in practice closely related. Many activities described by the informants were not related to just one type of boundary activity, and thus some quotes describing boundary activities were connected with two boundary activity types. Since all 606 quotes illustrating boundary activities 132
Results could be connected with one or two boundary activity types, the analysis resulted in 858 illustrations of the different boundary activity types. Within the 606 quotes illustrating boundary activities identified in the interview data, there were many descriptions of the same actual activity. Thus, case-specific counts of different boundary activities were also conducted. Table 14 presents the case-specific counts and the total counts of the identified boundary activities. For a more in-depth view of boundary activities in each case, Appendix 4 includes case-specific tables where each type of boundary activity is characterized and illustrative quotes from the interviews are provided. 133
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DepartmentofIndustrialEngineeringan
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Supervisor Professor Karlos Artto I
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Tiivistelmä Aalto-yliopisto, PL 11
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I would also like to thank many oth
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4.3 Boundary activities at the prog
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List of tables Table 1 Comparison o
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Introduction require different mana
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Introduction information on the pla
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Introduction activities contribute
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Introduction spanned and protected
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Theoretical background 2. Theoretic
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Theoretical background management i
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Theoretical background (Grabher, 20
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Theoretical background require coll
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Theoretical background 2.1.2 Defini
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Theoretical background on large pro
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Theoretical background to the progr
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Theoretical background detailed pla
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Theoretical background As the early
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Theoretical background organization
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Theoretical background Although man
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Theoretical background The multipli
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Theoretical background types of cha
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Theoretical background disruption o
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Theoretical background the impact o
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Theoretical background change, unre
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Theoretical background plans should
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Theoretical background Rainey, 2006
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Theoretical background pamphlets, b
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Theoretical background change capac
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Theoretical background change proce
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Theoretical background (2005) descr
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Theoretical background Similarly, p
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Theoretical background Petersen, Ha
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Theoretical background already duri
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Theoretical background physically i
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Theoretical background environment.
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Theoretical background satisfaction
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Theoretical background As can be se
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Theoretical background directional:
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Theoretical background Delbecq, 197
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Theoretical background managed. Wit
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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 chara
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Page 116 and 117: Results Center has a long tradition
Page 118 and 119: Results Figure 8 The program struct
Page 120 and 121: Results made the change extremely c
Page 122 and 123: Results from Bureau’s various uni
Page 124 and 125: Results Figure 9 The program struct
Page 126 and 127: Results “Domain” (a pseudonym).
Page 128 and 129: Results Instead of an official prog
Page 130 and 131: Results program was seen to be on t
Page 132 and 133: Results Figure 11 Illustration of t
Page 134 and 135: Results Q4 (Center, program manager
Page 136 and 137: Results Q8 (Bureau, project partici
Page 138 and 139: Results stronger during the course
Page 140 and 141: Results personnel of the local unit
Page 142 and 143: Results Figure 12 Different types o
Page 144 and 145: Results planning. Information seeki
Page 148 and 149: Results Table 14 Comparison of boun
Page 150 and 151: Results categories, based on the ac
Page 152 and 153: Results 4.4 Readiness for change pr
Page 154 and 155: Results In case Center, the overall
Page 156 and 157: Results Q42 (Center, top manager):
Page 158 and 159: Results daily work to take care of
Page 160 and 161: Results work. At the time of the se
Page 162 and 163: Results view of readiness for chang
Page 164 and 165: Results Table 17 Identified associa
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Page 168 and 169: Results Table 18 Identified associa
Page 170 and 171: Results this fall we have establish
Page 172 and 173: Results 4.5.3 Identified associatio
Page 174 and 175: Results central line managers in pr
Page 176 and 177: Results Table 20 Summary of the ide
Page 178 and 179: Results Like task coordinating acti
Page 180 and 181: Results The characteristics of the
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Page 184 and 185: Results Regarding the third case, t
Page 186 and 187: Results happen in this challenging
Page 188 and 189: Results program launch the program
Page 190 and 191: Results The other two cases, Bureau
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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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