All those who contributed to this study by setting aside time for interviews and participating in simulations. The empirical component of this study focused on the fisheries system in the Western Cape province of South Africa.
INTRODUCTION
- Problem statement and motivation for this research
- Focus of the study
- Research objective and questions
- Methodological approach
- Significance of this research
- Limitations of this study
- Structure of this study
In a recent study, change management was found to be one of the biggest challenges for managers (Peacock 2008). The following research objectives and questions were based on the study's problem statement and focus.
STUDY CONTEXT
- Overview of the fisheries system in the Western Cape province of South Africa
- History of South African fisheries
- Government policies
- The Marine Living Resources Act
- Culmination
- Concluding remarks
The biggest problem was that the MLRA needed to be revised to accommodate small-scale fishers because the definition of the subsistence category was not adequate (DEAT 2008). This study context is particularly relevant as the introduction of the MLRA was essentially a form of change management.
CHANGE MANAGEMENT AND ORGANISATIONAL LEARNING
Change management and organisational development
- Conventional approaches
- A critical appraisal of change theories, models and organisational development
- Alternative approaches to conventional change management approaches
Scientific method Scientific approaches complement practical experience Table 3.1: Main characteristics of the field of organizational development. The field of organizational development, as a result of the problems described above, has come under criticism.
Systems thinking and complexity theory
The systems perspective remains critical in attempting to understand complex patterns of relationships through the holism of understanding structure and actions in the entire system (Beeson & Davis 2000). A complexity perspective implies that change becomes something that everyone in the organization, not just management, lives with and manages (Beeson & Davis 2000).
Organisational learning
Tolerance for error, including encouraging experimental and evidence-based reasoning Figure 3.3: A depiction of organizational learning. Both processes of doubt and conviction are considered essential in organizational learning (Srikantia & Pasmore 1996).
Organisational change issues
- Organisational culture, structure and processes
- Change management skills
- Organisation-wide leadership
- Changing mind-sets
- Expecting the unexpected
- Shared vision
- Problem-solving
- Middle/operating managers
- Resistance to change
- Stakeholder involvement
- Readiness for change and pre-implementation
- Communication
- Emotions
- Participation
Change efforts are often undertaken without recognizing the powerful role of the thoughts and assumptions of everyone in the organization. Leaders must be aware of the unexpected, and consider the consequences that were not planned for (Callan et al. 2004).
Concluding remarks
Senge (1994) argues that a situation must embody both, having a safe environment for free speech, while also having a platform to challenge the thoughts of the individual and others. Wedge (2006) refers to the importance of research in which different people not only buy into the idea of change, but can also express their feelings.
SIMULATIONS
Definitions
Content simulations take place primarily on computers (Dentico 1999) and use mathematical or object representations to imitate the characteristics of a system (Feinstein et al. 2002). However, computer simulations are unable to represent interpersonal learning (Feinstein et al. 2002) and do not allow for human processes (Dentico 1999).
Simulations as research methodology
Process simulations are interpersonal with a focus on achieving agreement between stakeholders by experimenting and validating information and coordination requirements (Dentico 1999). Simulations are ideal because of the observations that can be made during activities, which then enable the discovery of theoretically relevant behavior and outcomes (Feld 1997).
Complexity
Simulations have proven to be appropriate both through theory and practice to illuminate complexities, and thus have “its own body of knowledge, its own research tradition, its own professional practice and its own forum; and it learns from systematic reflection on its professional practice” (Geurts et al. It is important to note that no one controls it, and that the emerging behavior has its own rules and laws.
Experiential learning
Through the experiential perspective, participants work through a real and complex problem by learning through several stages (Geurts et al. . 2007). Participants in a simulation also have an opportunity to illustrate their ideas to those who are less convinced (Geurts et al. 2007).
The appeal of simulations compared to other approaches
There are also benefits to engaging students in environments where they experience similarities to those at work (Feinstein et al. 2002). Through creative processes, games can contribute to both the productivity and enjoyment of groups (Geurts et al. 2007).
Simulations in educational settings
Simulations in organisational settings
However, the beer distribution game has received criticism, for example, mention is made of the limitations in offering an alternative way of managing supply chains, and also of the unrealistic aspects (D'Atri, Spagnoletti, Banzato, Bonello, D'Atri, Traversi & Zenobi 2009).
Critical aspects of simulations
- Breaking mental models
- Double-loop learning
- Organisational learning
- Holistic and proactive perspectives
- Problem-solving through a meaningful experience
- Communication and participation
- Testing
- The ‘aha’ moment
The learning process from the simulation affects participants as well as researchers (Barreteau et al. 2007). Involvement in a simulation leads to the discovery of new features for a problem, as well as idea generation that can be considered by others (Geurts et al. 2007). Furthermore, if different participants from different organizational levels and backgrounds as well as top management are involved in the simulation, organizational learning can be great (Keys et al. 1996).
Designing simulations
- Collaboration in the design phase
- Problem identification and illustration
- Learners
It is necessary to simplify aspects to understand the basics (Axelrod 1997); thus, the focus is not on exact duplication (Feinstein et al. 2002). Fripp (1994) points to the importance of simulations that accurately depict the reality of the organization and its context. Lane (1995) points to the importance of verisimilitude, which refers to the similarity of the activities in the simulation.
Conducting simulations
- Briefing
- Roles assumed
- Level of challenge in the simulation
- The people in the simulation
- Facilitating the simulation
- Debriefing
It is important that participants play different roles so that they gain knowledge, practical experience and soft skills (Pivec et al. 2003). It is important that all participants are involved in the simulation through precise and obvious activities (Geurts et al. 2007). The debriefing phase offers participants the opportunity to make connections between learning and the game (Pivec et al. 2003).
Limitations of simulations
Concluding remarks
On a practical level, it is advisable to consider many aspects of simulation design. These include involving participants in the design phase to determine the problems and how best to represent relevant issues in the model. It is also important to take into account aspects related to students and their needs, as well as to designers and facilitators.
METHODOLOGY
- Methodological approach in study
- Study design
- Sampling
- Data collection
- Observations
- Interviewing
- Secondary data
- Data analysis
- The simulation
- Concluding remarks
This research, which is often inductive, is conducted in the natural environment of social actors (Babbie & Mouton 2001). One aspect of qualitative research that has been considered relates to the role of the researcher. Secondary data were also intensively scrutinized prior to the interviews to ensure a thorough understanding of the fishing context.
RESULTS
Issues
- Stakeholder concerns
- The stakeholders
- The quota system
- Balancing stakeholder needs
- Resource management
- Sustainability
- Community factors
- Indigenous knowledge
- Government procedures
- Small-scale sector concerns
- Access to the sea and recognition
- Abilities
- Vulnerabilities
- Bona fide fishers
- Socio-economic concerns
- Traditions and culture
- Poaching
- Enforcement and monitoring
I feel that is the right of every citizen in South Africa. The question is who and if you want fallout, and that is the reality of fisheries and fisheries management. Recognition of indigenous knowledge or not, I don't know if that is a solution to the problem at hand.
The future
Responses and changes
- Responses
- Changes
The negotiating table is open and I am talking about many departments that are open and with whom we can discuss.
Solutions for the future
- Involvement of all stakeholders
- Inter-collaboration between Government departments
- Education
- Eradicating middlemen
- Co-management
And now we're bringing the same thing to the same people and that's the challenge. And this depends on the freedom to access all national lands, and this is also the coastline, and the sea. The state gives us permission for rights, then there are the conditions of the permission, "you can't do this or that".
Concluding remarks
- Stakeholder concerns
- Agreements and disagreements
- Positions and interests
- The interconnectedness of the issues
This chapter concludes with a causal loop diagram presented in Figure 6.3, which summarizes the outcomes of the results. So, in Figure 6.3, for example, if there is an increase in timely decisions, then there will be an increase in the perception of good management. Referring to Figure 6.3, if there is an increase in perceived enforcement, there will be a decrease in poaching.
SIMULATION DESIGN
Overview of the process of designing the simulation
Real world issues for inclusion in the simulation
- Multi-stakeholder scenario
- Government
- Commercial sector
- Small-scale sector
- General concerns
What stood out was the negativity directed at the commercial sector as well as the economic losses that would occur if granted rights were taken away. The dependence of the small fishing communities on the marine resources for their livelihood was strongly characterized as well as the lack of alternative employment. Responsible management, combined with the importance of reporting back to people on the ground and having accountability, as well as the management and distribution of resources and finances were considered essential.
Structuring the simulation
- Scenario
- Purpose, goal and learning objectives
- Roles
- The problem
- Limited information and time
- Resources and information
- Pertinent information and rules
- Unanticipated events
- Debriefing
- Evaluation forms
The objectives of the simulation (R1) were to provide an experience where participants could see how their interactions and decisions unfolded, sometimes at alarming rates, and how changes permeated other areas (Bamford & Forrester 2003). The results of the choices they made can then be illustrated in the simulation. A critical inclusion in the simulation in relation to the real world was media representation and advocacy for trade unions or civil rights.
RESULTS OF THE SIMULATION
- Overview
- Trial run of simulation
- Participants
- General reflections and observations
- Feedback from the evaluation forms
- Adaptations after the simulation
- Simulation run with the fishing community
- Participants
- General reflections and observations
- Feedback from the evaluation forms
- Simulation with MCM
- Participants
- General reflections and observations
- Feedback from the evaluation forms
- Overall experience of running the simulations
One participant pointed out that the simulation had enlightened their minds and that it reflected the real world. There was general agreement that the simulation depicted how things were in the real world. The need to have had more senior staff in the simulation could have facilitated this.
DISCUSSION
- Discussion of results of the interviews
- Discussion of results of the simulations
- Re-examining the underpinning literature
- Change literature
- Simulation literature
- Addressing the research questions
- Salient findings from this study
However, there is no doubt that the participants in the real world must be involved in the conceptualization of the simulation. Unfortunately, this was not fully realized due to the background of the participants, as well as the roles that the participants had in the simulation. Therefore, everyone in the simulation may not have the opportunity to test implications.
CONCLUSION
Back to the original intentions of undertaking this study
The extent of experiential learning that occurred varied, however, among participants in the simulation. Additionally, those who found the activities in the simulation similar to the real world may not have engaged in any meaningful learning. Furthermore, the simulation drew attention to the interactions between the different parts in the system and how unintended consequences occur.
Implications of the research
- Simulation use for change processes and in general
- The fisheries system in the Western Cape
MCM and government enterprises in general will need to be carefully considered as these factors clearly affect fisheries systems. In particular, the small, recreational and commercial sectors will have to continuously become more involved in the search for solutions. All stakeholders will have to become more responsible and aware of how their role affects the system.
Contributions of this study
Based on my experience designing and running simulations, I would be able to make a valuable contribution to the current changes and literature on simulations, which would enable the achievement of the research objectives and answer to the research questions. In addition, recommendations could be made for future research areas to advance the theory as well as the study context.
Limitations of this study
Recommendations for future research
This can be useful in helping organizations achieve a competitive advantage as well as advancing theory. Further research is needed to investigate factors influencing the outcomes of simulations, both from researchers/designers/facilitators and participants. This study has clearly shown a number of issues, including low numbers, late starts, interruptions, language and group dynamics, affecting the flow of the simulation.
Concluding remarks
The paradoxical nature of the relationship between training and learning. the effect on organizational performance. Using a business simulation to teach applied skills – the benefits and challenges of using student teams from multiple countries. 2002). The cages that are built will be critical to the welfare of the rabbits.
Small-scale, commercial and recreational stakeholders
Systems map: Fisheries system, Western Cape, SA
Critical events that have shaped the fisheries system of South
Diagrammatic representation of stakeholders and their concerns: Fisheries
Organisational change as transition state
Single-loop and double-loop learning
A portrayal of organisational learning
Experiential learning
Methodological approach undertaken in study
Map of the Western Cape illustrating some of the study sites
Critical stakeholder concerns around common resources
Interests and positions of stakeholders regarding the demand for marine resources….111
Construction of the simulation
The Langebaan simulation
Small-scale vessel at shore
