Information Requirements of Turnaround Managers at the Beginning of Engagements

Fredenberger, William B.; Lipp, Astrid; Watson, Hugh J.

doi:10.1080/07421222.1997.11518147

Cited by 43 publications

(14 citation statements)

References 14 publications

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“…10-13), and by Pearce and Robbins (1994b;retrenchment and recovery, p. 411)-Arogyaswamy et al (1995), Chan (1993), Fredenberger et al (1997, Goldston (1992), Khandwalla (1983Khandwalla ( -1984, Kierulff (1981), Shuchman and White (1995), Silver (1992), Slatter (1984), andZimmerman (1991).…”

Section: Turnaround Perspectives and Modelsmentioning

confidence: 91%

“…Portraits of turnarounds painted from the palette of actions and strategies include those provided by Goldstein (1988; for example, cost-cutting actions, revenue-generating actions, and asset reduction actions, p. 7), Slatter (1984; for example, change of management, strong central financial control, and asset reduction, p. 78), Grinyer et al (1988; for example, reduced debt, improved marketing, stronger financial controls, p. 64)-and by an assortment of other foundational turnaround scholars such as Ford (1985), Fredenberger et al (1997), Hofer (1980, Khandwalla (1983Khandwalla ( -1984, Schendel et al (1976), and Shelley and Jones (1993).…”

Section: Turnaround Perspectives and Modelsmentioning

confidence: 97%

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Turning around failing organizations: Insights for educational leaders

Murphy

2009

J Educ Change

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Purpose In this article, we review the literature from the organizational sciences to develop a grounded narrative of turnaround in education. Approach The approach is a review of literature. We employ an integrated process to unpack and make sense of the turnaround literature from the organizational sciences. We rely on strategies appropriate for document analysis, and borrow analytic strategies (e.g., memoing, coding) employed with interview data. Findings We examine seven defining themes that flow from our review of empirical and theoretical work on organizational recovery in firms, non-educational public agencies, and not-for-profit organizations: (1) not all failing schools are worth saving; (2) focus on leadership; (3) act quickly; (4) diagnose first; (5) emphasize efficiency moves; (6) create a sense of hope; and (7) backward map from the customer and focus on core activities linked to valued outcomes. Implications We posit that the literature on turning around failing organizations in sectors outside of education provides blueprints for recovery activity in failing schools. The implications for turnaround leadership are particularly strong. Originality This is the first systematic effort to mine research in the corporate, not-for-profit, and public sectors to develop insights for turning around failing schools.Keywords School turnaround Á School reform Á Failing schools Over the last decade, the notion of turning around failing schools has exploded onto the educational landscape in various countries throughout the world. Fueled by government accountability systems and an expanding body of knowledge about productive schooling for all students, educators, policymakers, and actors in the general community have been calling for dramatic action to turnaround schools that fail to effectively educate significant numbers of students (Chapman 2002;Hassel and Steiner 2003;Levin 2006;Malen and

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Section: Turnaround Perspectives and Modelsmentioning

confidence: 91%

Section: Turnaround Perspectives and Modelsmentioning

confidence: 97%

Turning around failing organizations: Insights for educational leaders

Murphy

2009

J Educ Change

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“…To date, however, only limited empirical research has examined TMT scanning behaviors in turnaround situations. In one survey, Fredenberger et al (1997) Thomas et al 1993; Thomas and McDaniel 1990 Decline: Weitzel and Jonnson 1989;Staw et al 1981 Cognitive complexity: TMTs process information differently based on their level of cognitive complexity. Dollinger 1984;Harvey 1966;Hendrick 1990;Tuckman 1964 Turnaround: Fredenberger et al 1997 Motivation Causal attributions: TMTs that attribute decline to internal and external causes will be more and less likely, respectively, to take actions necessary to promote a firm's turnaround.…”

Section: Tmt Awarenessmentioning

confidence: 99%

“…In one survey, Fredenberger et al (1997) Thomas et al 1993; Thomas and McDaniel 1990 Decline: Weitzel and Jonnson 1989;Staw et al 1981 Cognitive complexity: TMTs process information differently based on their level of cognitive complexity. Dollinger 1984;Harvey 1966;Hendrick 1990;Tuckman 1964 Turnaround: Fredenberger et al 1997 Motivation Causal attributions: TMTs that attribute decline to internal and external causes will be more and less likely, respectively, to take actions necessary to promote a firm's turnaround. Dess and Origer 1987;Janis 1972;Priem 1990 Resources: TMT skills and abilities based on human capital, social capital, and managerial cognition represent potential strategic assets that may provide a firm with a competitive advantage.…”

Section: Tmt Awarenessmentioning

confidence: 99%

The role of top management teams in formulating and implementing turnaround strategies: a review and research agenda

Lohrke

Bedeian

Palmer

2004

Int J Management Reviews

111

108

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Both business commentators and scholarly researchers have acknowledged the key role that top management teams (TMTs) play in reversing the fortunes of failing firms. Nonetheless, relatively few empirical studies have investigated the importance of TMTs in turnaround situations. To encourage such studies, we draw upon the multiple theories employed in TMT research as a guide to review studies that have examined how TMTs formulate and implement turnaround strategies. Based on this review, we highlight TMT topics that have received limited attention in the turnaround literature and, thus, represent opportunities for future research. We conclude by discussing methodological issues that should be considered when examining a TMT's role in a turnaround situation.

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“…In the third part of the questionnaire, we ask for the actual availability of required information in the specific ET (similar to [49]). In addition we provide an explanation sheet for the items.…”

Section: Questionnaire Designmentioning

confidence: 99%

Information Provision as a Success Factor in the Architectural Support of Enterprise Transformations

Labusch

Aier

2014

2014 IEEE 16th Conference on Business Informatics

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Enterprise transformations (ET) fail in many cases or do not accomplish the expected goals. Enterprise architecture management (EAM) is often considered to be an appropriate means to tackle this problem by providing information that is relevant to ET managers. Therefore, we analyze, which types of information provided during an ET contributes to its success. In addition we discuss if EAM can appropriately support ETs by providing relevant information. The results show that value can be provided to ET management when business-related information on a detailed level is offered. Examples are business requirements, business functions, or qualitative measures. We find information that can be provided by EAM to be an important success factor for ETs.

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Information Requirements of Turnaround Managers at the Beginning of Engagements

Cited by 43 publications

References 14 publications

Turning around failing organizations: Insights for educational leaders

Turning around failing organizations: Insights for educational leaders

The role of top management teams in formulating and implementing turnaround strategies: a review and research agenda

Information Provision as a Success Factor in the Architectural Support of Enterprise Transformations

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