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Unsere Ansprechpartner:
Michael Rabbat, Dipl.-Kfm.
MBA Chief Operating Officer
Claudia Hardmeier
Kunden-Center
Studienbetreuung
This diploma paper used an integrated and systemic approach to analyse reorganisations in the European Commission. While the individual is an integral part of the St.Galler Management Model, its role is often overlooked in the way of thinking in the Commission. The point is made that the human factor, the missing link in many past reorganisations, needs to be integrated into all dimensions.
The following structure was used:
Chapter 1 introduced the St. Galler Management Model as a basis for the whole research.
Chapter 2 complemented this with key concepts relevant for reorganisations, mainly selected aspects of change management and human reactions to change, drawing from State-of-the-Art literature.
Chapters 3 applied the St. Galler Management Model to the European Commission. With a few changes it adapted a model which was initially made for business corporations to a completely different context, namely a unique international public administration. Here, the different actors (the Commission as a whole, the Directorates General) were analysed as well as the existing normative and strategic dimensions in the Commission.
Chapter 4 assessed more specifically the Commission framework for reorganisations and looked at selected case studies for past experience of reorganisations. A holistic view allowed to identify weaknesses and strengths of the Commission in the broader context of change and more specifically, in the context of reorganisations.
Chapter 5 formulated recommendations, again in a comprehensive way, addressed at the Commission and at the Directorates General, including an outline for an Action Plan.
Overall, a “helicopter view” was used to arrive at a rough overview of existing strengths and weaknesses (Where are we?) with first ideas about possible improvements. The diploma paper stops here.
The full application of the St. Galler Management Model requires a series of reiterative steps with all stakeholders involved to refine the analysis and to create a real learning process. A clear vision about the wanted configuration in the future needs to be established (Where do we want to be?) with different scenarios and options for action of how to reach the future vision (How to we get there?). Again, this does not happen as a linear process but in form of circular reiterations before one option is selected for implementation. Experience during implementation shows that often further adjustments are necessary to optimise performance.
This full cycle could constitute elements for future research.