CHAPTER 10: CONCLUSION
10.1 Back to the original intentions of undertaking this study
This study was intended to explore the use of simulations for change processes. The process commenced by setting the objective and research questions. Relevant literature was reviewed and a better understanding was gained into change management and learning, systems thinking, complexity theory, and simulations. The study then employed a qualitative approach, utilising interviews, observations and secondary data, to discover pertinent issues in the fisheries system in the Western Cape. Relevant interviews were conducted with stakeholders, and the data was then carefully analysed. A simulation was thereafter specifically designed for the context, and was based on the results of the interviews as well as critical issues from change literature. The simulation was piloted and then conducted with some of the real-world stakeholders. This was quite a thorough and meaningful study in the sense that a simulation was designed to make an attempt at addressing the issues that were discovered.
Attention can now shift to answering the research questions as formulated in the introductory chapter.
• How could interactive simulations contribute to change management?
The simulation that was designed and conducted in this study may have drawn attention to an alternative way of achieving organisational effectiveness, which is the core purpose of the conventional change management approaches. This was exemplified by the need for adaptability and the development of the capabilities of all, rather than merely relying on plans or on attempts to transform processes or units.
Furthermore, the simulation highlighted that it was not necessary to wait for a problem, which may only perhaps have been identified by a few, to increase organisational effectiveness. What was particularly important was that the simulation pointed out that it was possible to address the multiple issues that beset organisations during change processes, and to consequently derive some answers from the very people in a context. The simulation furthermore dealt with the various issues in a manner which was not reductionist. The participants were able to make a contribution to areas that were of relevance in their lives.
• How and to what extent do simulations contribute to double-loop learning in the context of organisational change?
The study illustrated that simulation use can assist with initial learning processes, in that there was a move towards facilitating continuous learning and improvement. The mental models of participants were challenged when there were opportunities for reflection, and people could see, understand, and discuss the effects of their decisions. Having the simulation roles based on real world roles further facilitated learning, as participants could see the role of stakeholder perceptions and mental models. Learning processes were also facilitated when participants could see how interconnected everything was.
The extent of the experiential learning that occurred varied however according to the participants in the simulation. Learning processes, and the ability of participants to apply lessons learnt in the simulation to the real world context, were affected by the diversity of the participants in the simulation, as well as the extent to which all the stakeholders were present.
The need for the inclusion of other learning mechanisms in conjunction with simulation use was thus raised. The degree to which participants could view the whole system was constrained due to their individual backgrounds and roles that they had in the simulation. Furthermore, those who found the activities in the simulation similar to the real world may not have engaged in any meaningful learning. Thus, double-loop learning may have only occurred for some participants or not at all.
• What is the role of simulation in participation, communication, problem-solving and learning?
The study was significant in demonstrating that simulations can assist with critical issues around participation and communication. The involvement of people from different levels in the simulation strengthened ties, and people could thus see their part in the bigger picture. Utilising systems thinking and complexity theory, the simulation highlighted the realities of organisational life and more specifically change processes. The importance of being adaptable and possessing the necessary capabilities were hence illustrated to participants through the various occurrences in the simulations. Furthermore, the simulation drew attention to the interactions between the various parts in the system and how unintended consequences occur.
The role of simulation in facilitating problem-solving could not be fully ascertained.
Participants were able to draw some key learning lessons based on the problem-solving activities in the simulation, despite the fact that there was no reference to their real world
context. It cannot be stated with certainty however whether all participants discovered new features to the problem or were able to generate new ideas. Furthermore, some participants may have already been aware of the problems but perhaps not on a more conscious level. The simulation may however have allowed some participants to develop critical skills, and furthermore improved the confidence levels of some.
• What can simulations offer to the change management body of knowledge?
The simulation highlighted that research needs to focus more on multiple-stakeholder scenarios, characterised by immense complexity and inter-connected processes. A thorough understanding of the realities of organisational life, but with the inclusion of systems thinking and complexity theory, is required. Simulation use illustrated that a meaningful, representative picture of change could be gained by studying the parts in their totality. The simulation also drew attention to the limitations of viewing change in a linear way, as it was demonstrated how the interactions between people drive change. Linked to this was the realisation of the implications that an over- dependence on management can have. This was demonstrated by the need for more meaningful input by all from an early stage.
Based on the overall results, it can be asserted that the study highlighted the potential contribution that simulation use could play in change management. The innate complexity within a specific real world setting was utilised, and the unique needs of learners were taken into account. The role of stakeholder demands, interactions, and perspectives in change were effectively illustrated. A variety of complex issues involving multiple-stakeholders were thus addressed. The simulation was useful in bringing change theory to a level where participants were able to understand and contribute through their experiences, during discussions in the debriefing phase. The simulation was in essence a means of allowing people from diverse backgrounds to digest the theory, but in a way that was neither intimidating nor uninteresting.
The simulation provided valuable input into a variety of issues around change, rather than in one area only. This allowed for a fairly accurate portrayal of reality. Other issues around the role of leadership, protocol, procedures, limited resources and information, uncertainty and lack of information, all of which characterise change processes, were also effectively highlighted in the simulation. The simulation enabled theory testing and building, and also permitted valuable observations.