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Welcome to Organizational Development & Change!

Welcome to Organizational Development & Change!. Maritza R. Salazar, Ph.D. Course is about how to facilitate, lead, and manage change. Change can be self-initiated Change can be forced upon us Change can bring threats Change can lead to opportunities!. My Teaching Approach.

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Welcome to Organizational Development & Change!

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  1. Welcome to Organizational Development & Change! • Maritza R. Salazar, Ph.D. • Course is about how to facilitate, lead, and manage change. • Change can be self-initiated • Change can be forced upon us • Change can bring threats • Change can lead to opportunities!

  2. My Teaching Approach • Establish learning objects • Provide you with useful information • Challenge you to facilitate your own learning • To have fun as we learn • Be available to you if you need assistance

  3. Methods to Foster Learning • Lecture • Exercises • Videos • Cases • Guest Speakers • Group Project Cummings & Worley 9e, (c) 2008 South-Western/Cengage Learning

  4. Today’s Agenda • Part I • Organizational Development & Change • Course overview: The Open Systems Model • Course mechanics • Getting to know one another • Strategies for case analysis • United 173 • Part II • Group dynamics

  5. Learning ObjectivesWeek 1 • To provide a definition of Organization Development (OD) • To distinguish OD and planned change from other forms of organization change • To describe the historical development of OD • To provide an outline of the book Cummings & Worley 9e, (c) 2008 South-Western/Cengage Learning

  6. Burke’s Definition of OD OD is a planned process of change in an organization’s culture through the utilization of behavioral science technology, research, and theory. Cummings & Worley 9e, (c) 2008 South-Western/Cengage Learning

  7. French’s Definition of OD OD refers to a long-range effort to improve an organization’s problem-solving capabilities and its ability to cope with changes in its external environment with the help of external or internal behavioral-scientist consultants. Cummings & Worley 9e, (c) 2008 South-Western/Cengage Learning

  8. Beckhard’s Definition of OD OD is an effort (1) planned, (2) organization-wide, and (3) managed from the top, to (4) increase organization effectiveness and health through (5) planned interventions in the organization’s “processes,” using behavioral science knowledge. Cummings & Worley 9e, (c) 2008 South-Western/Cengage Learning

  9. Beer’s Definition of OD OD is a system-wide process of data collection, diagnosis, action planning, intervention, and evaluation aimed at: (1) enhancing congruence between organizational structure, process, strategy, people, and culture; (2) developing new and creative organizational solutions; and (3) developing the organization’s self-renewing capacity. It occurs through collaboration of organizational members working with a change agent using behavioral science theory, research, and technology. Cummings & Worley 9e, (c) 2008 South-Western/Cengage Learning

  10. Organization Development is... a systemwide application and transfer of behavioral science knowledge to the planned development, improvement, and reinforcement of the strategies, structures, and processes that lead to organization effectiveness. Cummings & Worley 9e, (c) 2008 South-Western/Cengage Learning

  11. Five Stems of OD Practice Laboratory Training Action Research/Survey Feedback Normative Approaches Current Practice Quality of Work Life Strategic Change 1950 1960 1970 1980 1990 2000 Today Cummings & Worley 9e, (c) 2008 South-Western/Cengage Learning

  12. Part I: Overview of the Book The Nature of Planned Change The OD Practitioner (Chapter 2) (Chapter 3) Part II: The Process of Organization Development Entering & Diagnosing Diagnosing Collecting Contracting Organizations Groups & Jobs Diagnostic (Chapter 4) (Chapter 5) (Chapter 6) Information (Chapter 7) Feeding Back Designing OD Leading and Evaluating & Diagnostic Data Interventions Managing Institutionalizing (Chapter 8) (Chapter 9) Change Change (Chapter 10) (Chapter 11) Cummings & Worley 9e, (c) 2008 South-Western/Cengage Learning

  13. Part IV: Techno-structural Interventions Restructuring Organizations (Chapter 14) Employee Involvement (Chapter 15) Work Design (Chapter 16) Part V: Human Resources Management Interventions Performance Management (Chapter 17) Developing Talent (Chapter 18) Managing Work-force Diversity & Wellness (Chapter 19) Part III: Human Process Interventions Interpersonal & Group Process Approaches (Chapter 12) Organization Process Approaches (Chapter 13) Part VI: Strategic Interventions Transformational Change (Chapter 20) Continuous Change (Chapter 21) Transorganization-al Change (Chapter 22) Part VII: Special Topics in Organization Development Organization Development OD in Nonindustrial Future Directions in Global Settings Settings in OD (Chapter 23) (Chapter 24) (Chapter 25) Cummings & Worley 9e, (c) 2008 South-Western/Cengage Learning

  14. Course Assignments • Individual and Group Assignments • Team Case Analyses 15% • Team Case Presentation 5% • Individual Written Work 10% • Team Organizational Analysis 30% • Final Exam 30% • In class contributions (attendance, case preparation) 10%

  15. Why Cases? • Multi-way learning • Active, collective learning • Can’t transfer skills through lecture! • Learning-by- “doing” • Deep involvement in real decisions faced by real people • Proven to develop managerial skills • Analysis and critical thinking • Handling assumptions and inferences • Deciding between courses of action • Tolerating ambiguity • Listening to others

  16. Challenges of the Case Method • The key issues are not directly stated • Ambiguous (sometimes contradictory or irrelevant) information • No single “right” solution • It’s hard to know how to prepare!

  17. Case Analysis Guidelines • Read case quickly, then a second time in detail • Summarize key facts (“bullets”) for yourself • Analyze the situation using course concepts • Identify problems and issues, look for underlying mechanisms • Develop alternative courses of action • Select the best alternative and develop specific recommendations

  18. Open Systems Model Transformation Processes Outputs Inputs • Interactions of: • Formal Org • Informal Org • Tasks • Individuals Individual behavior Group behavior Organizational functioning Environment Strategy Resources History Feedback

  19. United Flight 173 • Denver to Portland, OR • 181 passengers, 8 crew members • Landing delayed for 1 hour due to landing gear malfunction • Crashed 6 minutes short of airport due to insufficient fuel • 10 fatalities • BTW – flight crew properly certified, aircraft properly certified and maintained

  20. United Flight 173 • What are the main reasons the cockpit crew allowed the aircraft to run out of fuel?

  21. Lessons so far: Assumptions about Organizations • Organizations are dynamic entities • Behavior occurs at multiple levels, for multiple reasons • Organizations are open systems: • “a set of interrelated components that conduct transactions with a larger environment”

  22. Organization Development and Change The Nature of Planned Change

  23. Lewin’s Change Model Unfreezing Movement Refreezing Cummings & Worley,9e (c) 2008 South-Western/Cengage Learning

  24. Action Research Model Problem Identification Joint diagnosis Consultation with a behavioral scientist Joint action planning Action Data gathering & preliminary diagnosis Data gathering after action Feedback to Client Cummings & Worley,9e (c) 2008 South-Western/Cengage Learning

  25. Positive Model Initiate the Inquiry Inquire into Best Practices Discover Themes Envision a Preferred Future Design and Deliver Ways to Create the Future Cummings & Worley,9e (c) 2008 South-Western/Cengage Learning

  26. Comparison of Planned Change Models • Similarities • Change preceded by diagnosis or preparation • Apply behavioral science knowledge • Stress involvement of organization members • Recognize the role of a consultant • Differences • General vs. specific activities • Centrality of consultant role • Problem-solving vs. social constructionism Cummings & Worley,9e (c) 2008 South-Western/Cengage Learning

  27. General Model of Planned Change Planning and Implementing Change Evaluating and Institutionalizing Change Entering and Contracting Diagnosing Cummings & Worley,9e (c) 2008 South-Western/Cengage Learning

  28. Different Types of Planned Change • Magnitude of Change • Incremental • Quantum • Degree of Organization • Over organized • Underorganized • Domestic vs. International Settings Cummings & Worley,9e (c) 2008 South-Western/Cengage Learning

  29. Critique of Planned Change • Conceptualization of Planned Change • Change in not linear • Change is not rational • The relationship between change and performance is unclear • Practice of Planned Change • Limited consulting skills and focus • Quick fixes vs. development approaches Cummings & Worley,9e (c) 2008 South-Western/Cengage Learning

  30. Waters of Ayole Cummings & Worley 9e, (c) 2008 South-Western/Cengage Learning

  31. Discussion Questions • How would you describe the initial approach of solving the water problem for the first town? • How would you describe the change process at Ayole? • What made one change implementation more successful than the other?

  32. Discussion Questions • How would you describe the initial approach of solving the water problem for the first town? • How would you describe the change process at Ayole? • What made one change implementation more successful than the other?

  33. Lessons from Waters of Ayole • Change is not a one-shot deal • People may want to change, but there are systematic factors that prevent them from changing • Organizations are not purely technical systems; technology is one part of the change process • Need to understand social factors in order to implement and maintain change processes

  34. Organizations are Stubborn… • Managers have strong beliefs that are difficult to change • Further, they may not learn from past experiences Espoused Strategy Enacted Strategy GAP • What is actually occurring • Based on existing steering mechanisms • What the managers believe is occurring • Based on analysis and logic

  35. But Change is Possible! • Having “the right strategy” is like providing the water pump • To be successful, organizational change requires the development of shared understanding • Need to consider the language of change (e.g., Six Sigma)

  36. In conclusion… • The need for change must be clear • Even modest changes have broad implications: • Encompass multiple domains of technology, strategy, structure, and people • Advances in one domain may exacerbate problems in another • Understand unique role of change agents in building support and overcoming resistance

  37. Guinea Worm Update • Target date for ending the disease is 2009 (once 1995) • 16,000 cases remain, all in Africa (National Geographic, 2005) • In 2013, approximately 150 cases were reported, most in South Sudan. 2005

  38. Project Team Composition • How should we compose the project teams? • 3-4 people teams for this team • Constraints: 1. No more than 1 person you know well 2. Must be diverse (men and women; different years; SBOS and other schools, etc). Cummings & Worley 9e, (c) 2008 South-Western/Cengage Learning

  39. Next Week Cummings & Worley Chps. 3 & 4 Shein (1990) Homework (1-3 pages max!) Berg “Failure at Entry” Case Cummings & Worley 9e, (c) 2008 South-Western/Cengage Learning

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