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Coaching is helping people to come to their own new conclusion, and change their own
minds, rather than training, which is just trying to tell you what to do
.” (Resp. 13)
Resp. 15 states that the training necessity doesn’t necessarily increase, because it’s about the
mindset change that people need for NWW, which isn’t something you can easily train people in.
Induction courses or classroom training do not exist anymore, it’s more about showing employees
how to find the information they need to get started (Resp. 15). However, there is a difference in the
way of training need for different generations, especially for IT-related changes (Resp. 3; Resp. 4;
Resp. 14). Younger people often only need a manual, while the older generation needs more
extensive training in this (Resp. 3).
It may be concluded that all respondents have reported that within the business environment
employees need to be guided through the changes that occur due to NWW, either through training
or coaching. Some state that this training necessity is temporary. However, you also need to focus on
preventing exhaustion, which requires a longer period of training and has a more strategic than
operational character.
Academic environment
The majority of respondents have reported that training necessity increases when implementing
NWW within the academic environment (Resp. 1; Resp. 3; Resp. 5; Resp. 7; Resp. 10; Resp. 11; Resp.
12; Resp. 14; Resp. 17). Within academic workplaces, there’s a believe in training and mentoring,
because that’s what universities are; learning organizations (Resp. 11). The office concept within the
academic environment is often the same as in knowledge and information intensive project-driven
business environments (Resp. 7). Some respondents even claim that the need for training in the
academic environment is even bigger, since scientists in general find it more difficult to deal with
changes (Resp. 14), have stronger ideas about how things should be (Resp. 12), or are more stubborn
(Resp. 16; Resp. 17), since it is not imposed top-down without contradiction as it often is the case
within the business environment (Resp. 16). They now have a privately owned workplace with lots of
books, making training important for them to make use of the workplace in the manner it is intended
by the organization (Resp. 7; Resp. 14). Academics are often working on their own expertise and are
naturally less inclined to work together or be outgoing. Therefore they probably find it more difficult
to give up their privately owned room and share workplaces with others. The biggest challenge for
leadership is to get them along in the transition, so they are not only protesting during the
implementation process. Thereby, the use of training can help (Resp. 12). However, universities are
much harder to manage since academic employees are not owned by the corporation the way an
employee is tempted to be owned by a corporation; it’s a different mode of interaction (Resp. 11).
Role models are also important within the academic environment to make the change successful
(Resp. 10; Resp. 12).
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Some respondents, on the other hand, claim that the training necessity in the academic environment
will not increase, since academics already apply NWW and thus nothing will change (Resp. 4; Resp. 6;
Resp. 8). Academics have more freedom in using their own devices and applications, which results in
less need for training (Resp. 6).
“
Training
is not necessary, because the faculty is not being asked to work a very different way
.
[…]
I’ve been doing that already for 40 years. It just wasn’t called NWW. […] Academia is
becoming the model for business, versus business becoming the model for academia
.” (Resp.
8)
Different respondents mention a possible resistance against NWW from the academic environment.
Resp. 14 warns that people will be clinging to old patterns, which cannot be solved by giving training,
since the right training to solve this simply does not exist. Furthermore, the there’s more traditional
working in the academic sector than there is in the business sector, where they are very volatile and
need to be able to adapt very quickly. The nature of work of academics does not lend itself for the
kind of NWW that is visible within for example insurance companies or banks, which causes
resistance from academia (Resp. 11).
The minority of respondents have reported that the academic environment will not change, because
the academic environment already works according to the NWW principles, and thus training
necessity will not increase. However, the majority claims that with every change, training is needed,
also in the academic environment. Some even state that the academic environment requires even
more training than the business environment, since academics are more stubborn and find it more
difficult to deal with changes. Therefore, the focus on creating change-readiness within the academic
environment is at least as important as the actual training on how to deal with the changes.
Conclusion
Whether you call it training, coaching, change management, making arrangements or mentoring, all
respondents have reported that you need to prepare and navigate employees when implementing
NWW within the business environment. In general, respondents agree that this is also the case
within the academic environment, since every change needs some kind of training. Focus in the
academic environment in the first phase perhaps needs to be more on creating change-readiness,
since they can be stubborn and less easily adapt to changes. Respondents that do not agree that the
training necessity increases in the academic environment claim that this is because academics
already work according to the NWW principles, thus this will not create an increase in training
necessity.
Furthermore, respondents emphasize on the importance of coaching, looking at individual
differences in needs, and the importance for (middle) managers to learn a different style of
leadership and to be a role model for employees.
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