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Organization Development and

Change

If you want to understand something, try to change it

If you want to change something, try to understand it

Jnaneswar.K

Asst. Professor

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ObjectiveAt the end of the course, the

students will have competence in

understanding and applying various

change management and OD

Interventions

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Methods

Case Discussion

Article Review, student presentations, quiz

Mini projects

Role Play Group Discussion

Panel Discussion

Debate

Story telling- Good old lessons in management

concepts from an age-old fable

Videos, Outbound learning

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KEY Focus

Networking

Information searching, sharing anddocumenting

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Unit I

Nature of change

Necessity of Change

Factors affecting change

Organizational factors

affected by change

Impact of change

Patterns of change

Learning

Training& Development

HRD

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Unit II

Change perspectives

Change as a strategic

management tool

Change for internal re

organization

Impact of changes on

HR

Global perspectives

Cultural & climatic

factors affected bychange

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Unit III

Organizational

transformation

Change cycles

Transformational

strategies

Resistance to change

Reward system as an

effective tool to effectand sustain change

Disciplinary measureson behaviour

modification

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Unit IV

OrganizationDevelopment

Historical development

Planned change

OD Interventions

Groups

Intra group and intergroup conflicts

Stress

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Unit V

Team Intervention

strategies

Team and groups

Team building

Sensitivity training

Transactional Analysis

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What is change??

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WhoMoved

My

Cheese?An Amazing Way to Deal With Change In Your Work & In

Your Life

DR SPENCER JOHNSON

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Cheese a metaphor for what we want to have

in life, whether it is a job, a relationship, money, a

big house, freedom, health, recognition, spiritualpeace, or even an activity like jogging or golf.

Each of us has our own idea of what Cheese is,

and we pursue it because we believe it makes ushappy. If we get it, we often become attached to it.

And if we lose it, or its taken away, it can be

traumatic.

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ONCE, long ago, there lived 4 little

characters who ran through a mazelooking for cheese to nourish them &

make them happy.

Two were mice named Sniff &

Scurry and two were little people

named Hem & Haw.

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Every morning, the mice & the little

people dressed in their running gear &headed over to Cheese Station C where

they found their own kind of cheese. It

was a large store of Cheese that Hem &

Haw eventually moved their homes tobe closer to it & built a social life

around it.

To make themselves feel more at home,Hem & Haw decorated the walls with

sayings. One read:

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Having CheeseMakes YouHappy

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One morning, Sniff & Scurry arrived at

Cheese Station C & discovered there was no

cheese.

They werent surprised. Since they had noticed

the supply of cheese had been getting smaller

every day, they were prepared for the

inevitable & knew instinctively what to do.They were quickly off in search of New

Cheese.

Later that same day, Hem & Haw arrived.

What! No Cheese? Who moved my Cheese?

Its not fair!, Hem yelled. They went home

that night hungry & discouraged. But before

they left, Haw wrote on the wall:

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The More Important

Your Cheese is ToYou, The More YouWant To Hold Onto

It.

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The next day Hem & Haw left their homes, &

returned to Cheese Station C. But situation

hadnt changed. Haw asked, Where are Sniff

& Scurry? Do you think they know somethingwe dont? Hem scoffed, What would they

know? Theyre just simple mice. They just

respond to what happens. Were little people.

Were smarter.Haw suggested, Maybe we should stop

analyzing the situation so much and just get

going & find some New Cheese.

Haw decided to leave Cheese Station C while

Haw was more comfortable staying in the

cheeseless Station C. Hem announced, Its

MAZE time! and wrote:

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If You Do NotChange, You CanBecome Extinct

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Meanwhile, Sniff & Scurry went farther into

the maze until they found Cheese Station N.

They found what they had been looking for: a

great supply of New Cheese. It was the biggeststore of cheese the mice had ever seen.

Haw on the other hand become more anxious

& wondered if he really wanted to go out into

the Maze. He wrote a saying on the wall aheadof him & stared at it for some time:

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What Would You DoIf You Werent

Afraid?

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Haw now realized that the change

probably would not have taken him bysurprise if he had been watching what

was happening all along and if he had

anticipated change. He stopped for a

rest & wrote on the wall of the Maze:

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Smell The Cheese

Often So You KnowWhen It Is Getting

Old.

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Haw wondered if Hem had moved on,

or if he was still paralyzed by his own

fears. Then, Haw remembered the timeswhen he had felt his best in the Maze. It

was when he was moving along. He

wrote:

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Movement In A New

Direction Helps YouFind New Cheese.

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As Haw started running down the dark

corridor, he began to smile. Haw didnt realize

it yet, but he was discovering what nourished

his soul. He was letting go & trusting what layahead for him, even though he did not know

exactly what it was.

To his surprise, Haw started to enjoy himself

more & more. He stopped to write again on thewall:

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When You Move

Beyond Your Fear,You Feel Free.

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To make things even better, Haw started to

paint a picture in his mind again. He saw

himself in great realistic detail, sitting in the

middle of a pile of all his favorite cheeses-

from Cheddar to Brie! He saw himself eating

the many cheeses he liked, & he enjoyed whathe saw.

The more clearly he saw the image of himself

enjoying New Cheese, the more real &

believable it became. He wrote:

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Imagining Myself

Enjoying NewCheese, Even BeforeI Find It, Leads Me

To It.

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Haw wondered why he had always thought

that a change would lead to something worse.Now he realized that change could lead to

something better.

Then he raced through the Maze with greater

strength & agility. Until he found bits of NewCheese. He entered the Cheese Station but it

was empty. Someone had already been there.

He stopped & wrote on the wall:

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The Quicker You LetGo Of Old Cheese,

The Sooner you FindNew Cheese.

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Haw made his way back to Cheese Station Cto offer Hem bits of New Cheese but was

turned down. Hem wanted his own Cheese

back. Haw just shook his head in

disappointment but this does not stop him from

finding New Cheese. He smiled as he realized:

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It Is Safer To Search

In The Maze ThanRemain In TheCheeseless

Situation.

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Haw realized again, that what you are afraid of

is never as bad as what you imagine. The fear

you let build up in your mind is worse than thesituation that actually exists.

He realizes it was natural for change to

continually occur, whether you expect it or

not. Change could surprise you only if you

didnt expect it & werent looking for it.

When he realized he had changed his beliefs,

he paused to write on the wall:

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Old Beliefs Do NotLead You To NewCheese.

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Haw now realized that his new beliefs were

encouraging him to behave in a new way. He

was behaving differently from the way he hadwhen he had kept returning to the same

cheeseless station.

It all depends on what you choose to believe.

He wrote on the wall:

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Haw just hoped he was heading in the right

direction. He thought about the possibility thatHem would read The Handwriting On The

Wall & find his way.

He wrote on the wall what he had been

thinking about for some time:

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Noticing Small

Changes Early HelpsYou Adapt To TheBigger Changes That

Are To Come.

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He continued on through the Maze with

greater strength & speed. He proceeded alonga corridor that was new to him, rounded a

corner, & found New Cheese at Cheese Station

N where he saw the greatest supply of Cheese

he had ever seen.Sniff & Scurry welcomedhim.

Hooray for Change!

Haw wrote down a summary of what he had

learned on the largest wall of Cheese Station N

& smiled as he looked at what he had learned:

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Change Happens

Anticipate Change

Monitor Change

Adapt To Change Quickly

Change

Enjoy Change !

Be Ready To Change Quickly &Enjoy It Again.

THE HANDWRITING ON THE WALL

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Move With TheCheese & Enjoy It !

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An overview of management of

change

Scientific Management

Human Relations

Socio Technical system

OD

TQM

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Shift in trends

Industrial era

National economy Technological development

Stability and predictability

Long term Centralization

Hierarchies

Emphasis on continuity

From

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Shift in trends

From

Industrial era

National economy

Technological development Stability and predictability

Long term

Centralization

Hierarchies

Emphasis on continuity

To

Information era

Global economy

Technological sophistication Sudden changes

Short term

Decentralization

Networking

Emphasis on change

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Forces of change

Changing customer needs & Preferences

Political factors

Economic factors

Technological changes

Government policies Globalization & Increased competition

External

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Forces of change

System dynamics

Technological changes

Organization design and structure

Individual & Group expectations

Managerial & Administrative processes Resource constraints

Profitability issues

Internal

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The changes Ive seen

Dress

Food

Household articles

Transportation

Behaviour

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Discussion

Which areas have been most free from

change?

Where have you noticed the most changes

Do changes occur more in urban than in ruralareas? Why?

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Managing change

Motivating change

Creating a vision

Developing political support

Managing the transition

Sustaining momentum

Effectivechange

management

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Motivating change

Creating readiness for change

1. Sensitize organizations to pressures of change

2. Reversal discrepancies between current and desired states

3. Convey credible positive expectations for change

Overcoming resistance to change

1. Empathy & support

2. Communication

3. Participation & involvement

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Creating a vision

What you want the organization to become

Describes envisioned future toward change is

directed

Provides a valued direction for designing,

implementing and assessing organizational

change

Energize commitment to change

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Developing political support

Assessing change agents Power1. Knowledge

2. Personality

3. Others support

Identifying key stakeholders

Influencing stakeholders

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Managing the transition

CurrentState

Desired stateTransition state

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Resistance to organizational change

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Resistance

Resistance is any conduct that serves to

maintain the status quo in the face of pressure

to alter the status quo

Resistance is an incomplete transition in

response to change

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Resistance to change is a multifaceted

phenomenon, which introduces

unanticipated delays, costs and instabilities

into the process of strategic change

Resistance is protection, energy and paradox

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Resistance as positive force

Could show certain aspects that are notproperly considered in the change process

Natural survival mechanism within

organizations Has been advocated to prevent folly

Lead to exploring and addressing real

concerns Not a fundamental problem but a symptom of

more basic problems

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Some facts about resistance to change

A solution increasingly popular for dealing with

resistance to change is to get people involved to

participate in making the change

The key to the problem is to understand the truenature of resistance

Resistance occurs due to certain blind spots and

attitudes that specialists have as result of their

preoccupation with the technical aspects of new ideas

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Factors causing resistance to change

Fear of the unknown Loss of control

Loss of face

Loss of competency Need for security

Poor timing

Force of habit Lack of support

Lack of confidence

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Sources of individual resistance

Limited knowledge/lack of knowledge

Myopic perception

Aversion to risk

Fear of unknown

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Types of resistance

Emotional resistanceFeeling of insecurity, loss of self esteem, fear of unknown, desire

for status quo are the possible sources

Rational resistanceBased on reasoning, logic and disagreement with the fact, can be

resolved by adjusting time requirement, extra efforts to be putin to learn, technical feasibility of change and reducingpossibility of less desirable conditions

Social resistanceOccurs due to social values, political coalition, labour union

values etc

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Managerial Actions to Reduce Resistance to

Change

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Participation

Allows those who oppose a change to

participate in the decision

Assume that they have the expertise to make

meaningful contribution

Involvement can reduce resistance, obtain

commitment to seeing change succeed and

increase quality of change decision

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Facilitation & Support

Provide supportive efforts such as employee

counseling, new skills training or short paid

leave of absence

Can be time consuming and expensive

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Negotiation

Exchange something of value to reduce

resistance

May be necessary when resistance comes

from a powerful source

High costs and likelihood of having to

negotiate with other resisters

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Coercion

Using direct threats or force

Inexpensive way

May be illegal.

E i Pl i h

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Exercise- Planning a change

What is the specific change I seek?

What are my values and motives in introducingit?

What social relationships will be affected? Who will support and resist it and why?

How and where will I begin?

How much participation will I allow to thoseaffected?

How can I prevent the situation from returning towhat it was?

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HRD

Process of enabling people to make things

happen

Deals with both the process of competency

development in people and creation of conditionsto help people apply these competencies for their

own benefit and benefit of others

Purpose is benefitting people, the individual,group and the community of which the individual

is a member as well as others

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Development Dimensions

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Development Dimensions

Analyzing the Role: KPA, Job evaluation

Matching the Role and the Person: Selection,Placement, Promotion

Developing the Person in the Role : Performance

appraisal, Feedback and counseling, Potentialappraisal, Career development and careerplanning, Training

Developing the Role for the Person: Job Rotation,

Job enrichment, Job design/ redesign Developing Equitability: Management of salary

and amenities, incentives and rewards

St t f HRD

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Structure of HRD

Personnel

Individual Development

Organizational Development

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Prerequisites for a successful HRD

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Prerequisites for a successful HRD

program

Top level commitment

Plans for utilization of Manpower skills

Conditions for growth and development

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Adult Learning Theory & Workplace Training

Employees learn best when understand training program

objectives

What employee is expected to do (performance)

Quality or level of acceptable performance (criterion)

Conditions under which trainee expected to perform

desired outcome (conditions)

Learn better when training linked to current job

Learn best when have opportunity to practice

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Adult Learning Theory & Workplace Training

Employees need effective feedback

Focused on specific behaviors

Provided as soon as possible

Employees learn by observing & imitating

Models desired behaviors or skills need to be clearly

specified

Model should have characteristics (such as age or position)

similar to target audience

Employees need training program to be properly coordinated

& arranged

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FEATURES TO BE CONSIDERED IN

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MENTORING PROGRAM

Top Management support

Integration into the career development process

Voluntary involvement

Assignment of mentees to mentors

Relatively short phases to the program

An established orientation Monitoring of the process

Mind Tree Consulting Mentor Me

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Mind Tree Consulting- Mentor Me

Mindtrees program that transfers experiential knowledge and

connects mentor-mentee & tries to build a connect across

levels of employees

Learner centric mentoring

Bi-directional that focuses on a developmental partnership

between knowledge rich giver and knowledge seeker

Performed a needs analysis

Formalized the several mentoring engagements under a single

umbrella program MentorMe

Individual development as well as collective learning

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Two sub programs viz behavioural mentoring and technicalmentoring

Mentors provide cushion for the knowledge seekers and

cocoon mentees with the much needed personal care and

guidance Two way learning approach

Intellectual and emotional

Training is provided

Role of mentoring consultant

Requires a certain level of engagement

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Mentee engagement is a process ofCLAS in small and solidsteps

Two levels of engagement viz intellectual engagement and

emotional engagement

Open to all across competencies and is voluntary

Available pool of experts for those who want to learn

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Whats your Learning style??

..involved.tentativediscriminatingpractical

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.receptiveimpartialanalyticalrelevant

feelingwatching.thinking.doing

acceptingawareevaluativerisk taker

intuitivequestioninglogical.productive

..concreteobservingabstractactive

Present orientedreflectingfutureoriented..pragmatic

..opentonewexperienceperceptiveintelligent.competent

experienceobservationconceptualization

experimentation

..intensereservedrationalresponsible

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Concrete Experience

Reflective observation

Abstract conceptualization

Active Experimentation

P ti i ti l h

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Perspectives on organizational change

Contingency perspective

Resource dependence perspective

Population-ecology perspective

C ti ti

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Contingency perspective

Focuses on the changes related to thestructure

Structure is described through its two major

dimensions- specialization and integration Organizational change which involves

restructuring is brought about by effectingchanges in these two dimensions

Gives importance to two componentscomplexity and stability

R d d ti

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Resource dependence perspective

External stakeholders have control over theorganization

Evidence of resource dependence is reflected

in management control, resource allocation,regulation and so on

Dependence on groups that have control overits resources is high

It focuses on reducing the dependence on theenvironment

I t l & E t l t t i

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Internal & External strategies

Domain choice- A strategy of venturing into anew market/ industry to minimize uncertainty

Recruitment

Environmental scanning

Buffering, Smoothing, Rationing- Strategies forsafeguarding production process fromfluctuations-include variety of activities likehaving many suppliers, maintaining inventory,

offering discounts etc Geographical dispersion- Relocating business to

other parts of the country

Contd

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Contd

Advertising- enhancing visibility to

maintain/enhance market share

Contracting- Establishing long term contracts

Co-opting- Inducting experts from outside into

the board of directors

Coalescing- Involves joint ventures, mergers and

strategic alliances with other firms

Lobbying- Influencing regulatory bodies like theGovernment to formulate policies and actions

that facilitate interests of the organization

Population-Ecology perspective

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Population Ecology perspective

Studying a multitude of organizations ratherthan focusing on only one organization

Organizations in order to survive in their

niches, have to develop distinctive capabilities

To bring a change it involves analyzing ones

organizational niche, examining its viability to

survive for long, developing appropriate

strategy to allow future transition to other

niches

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Role of organizational management

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Role of organizational management

Evolving policy & legitimizing change- can be

done by bringing in policy change, have faith in

the new policy, visible and external support

through out the change process

Institutionalizing change- keep energizing people

Change efforts or the new approaches have

helped in enhancing the performance

Initiatives started by the management team are

taken forward by the successive management

Skills for the role of a change agent

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Skills for the role of a change agent

A sensor of the business environment

Leadership

Catalyst

Balancing work and personal life

Maximization of information flow Strategy formulation

HRM

Marketing

Negotiation

Conflict resolution

Role of HRD in managing change

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Role of HRD in managing change

Web based training

Role of etrainer

Pedagogical approach to andragogical

approach

Movement of knowledge from fixed to flexible

Use an emerging array of learning

technologies

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Comparison of Transformational and

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Transactional Leadership

Transformational Leadership

Promotes change

Shares vision, values and

emotional bonding

Provides intellectual

stimulation

Develops pride, gains trust

and respect

Provides personal attention

Transactional leadership

Maintains stability

Goes into contractual

arrangement

Provides guidance and role

clarification

Promises reward for

performance

Interactions mostly formal

and officious

Key competencies in Transformational leaders

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Key competencies in Transformational leaders

Ability for assessment of current situation Ability to challenge the status quo

Adaptability to the changing environment

Ability to have a long term vision

Capability to articulate and practice a set of corevalues

Risk taking ability

Communication skills

Ability to arouse passion

Contd..

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Understanding and practice of equity, power

and freedom

Building coalitions

Flexibility and openness to experience

Ability to make fast decisions

Ability to modify systems

Level 5 leadership: Good to Great

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Level 5 leadership: Good to Great

First Who, then What

Confront the Brutal facts

The Hedgehog concept

A culture of discipline

Technology Accelerators

The Flywheel and the Down Loop

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Planned change

Lewins change model

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Lewin s change model

Conceived change as modification of forceskeeping a systems behaviour stable

A particular set of behaviours at any moment

is the result of two groups of forces: thosestriving to maintain the status quo and those

pushing for change

Change process consists of three steps:Unfreezing, moving and refreezing

Applying Force Field Analysis

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Applying Force Field Analysis

Describe the problem, as specifically aspossible

List the forces driving change

List the forces restraining change

What can you do specifically to remove

obstacles to change?

What can you do to increase the forces driving

the change?

Action research model

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Action research model

Problem identification Consultation with a behavioural expert

Data gathering and preliminary diagnosis

Feedback to a key client or group Joint diagnosis of the problem

Joint action planning

Action Data gathering after action

Action plans to address the increasing

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rate and magnitude of change

Formulate and follow a change plan

Clarify the goals and expectations of change

Managing resistance to change by anticipatingit

Manage Transitions

Clarify the goals and expectations of

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change

Organizational goals should be stated brieflyand concisely

Specific, Measurable, Positive, Results

oriented, Challenging and realistic, Reasonablyflexible, Limited in number

Managing resistance to change by

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anticipating it

Change efforts to be viewed at three levels-strategic, technical and human

Strategic level- an effective communicationcampaign

Technical level- change efforts are to beeffectively planned and implemented: clarifiesgoals, define the problem, gathers facts and data,

analyzing data, generating alternative plans,selecting and implementing the best, follow up

Human level- tackling human issues

Implementing organizational change

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Implementing organizational change

Detailed understanding of what, why and how

of change

Delta Technique (Armstrong 1982)

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q ( g )

Define the problem

Finding alternative solutions to the problem

Experimentation with participation

Feedback

Judson (1991)

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Judson (1991)

Analyzing and planning the change

Communicating the change

Gaining acceptance of new behaviours

Changing from the status quo to a desired

state

Consolidating and institutionalizing the new

state

Kotter (1995)

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Formulate and follow a change planAny effective change plan should incorporate:

Establish a sense of urgency

Form a powerful guiding coalition

Create a vision

Communicate the vision

Empower others to act on the vision

Plan for and create short term wins

Consolidate improvements and produce stillmore change

Institutionalize new approaches

Galpin (1996)

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Galpin (1996)

Establishing the need for change Developing and disseminating a vision

Diagnosing and analyzing the current situation

Generating recommendations

Detailing the recommendations

Pilot testing the recommendations

Preparing the recommendations for roll out

Rolling out the recommendations

Measuring, reinforcing and refining the change

Skills for managing change

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Skills for managing change

Partner in strategy execution

To serve as an expert in organization

Adopt the role of employee champion

To be a dynamic change agent

competencies

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competencies

Scanning the environment

Diagnosing organizational capability

Adopting strategies leveraging structure,

systems and people

Leveraging structure

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Leveraging structure

Flat structure: traditional vertical hierarchicalstructure that worked well in stableenvironment is unsuitable in situations ofdynamic change

Network organization: every one is a customerof someone else; informal systems fornetworking

Cellular organization: create cells within theorganization

Leveraging systems

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Leveraging systems

Appraisal systems: strategy of step-by-step change,strategy of level-by-level change, strategy of changedepartment-by-department, a mixed approach

Reward systems:

Whether to reward individual performance or groupperformance

Whether to reward soft or hard skills

Whether only performance is to be rewarded or risk

taking/cost/profits/sales/innovation and effortWhether rewards recognize ones contribution in cross

functional teams

Contd..

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Systems for career development: challenges to

be addressed are How to manage the expectations of the young

entrants?

How to develop horizontal opportunities forcareer growth?

How to keep motivation level high in a flatstructure ?

How to place responsibility of individualcareer development on the employee?

Contd..

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Communication systems

Cultural change

Stress Management

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Stress Management

Stress - a dynamic condition in which anindividual is confronted with an opportunity,

demand or resource related to what the

individual desires and for which the outcomeis perceived to be both uncertain and

important

Stress also have a positive value

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Challenge stressors- stressors associated withwork load, pressure to complete the task andtime urgency

Hindrance stressors- stressors that keep you fromreaching the goals

Challenge stressors are less harmful thanhindrance stressors

Stress is associated with demands and resources

Potential sources of stress

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Environmental factors- Economic uncertainty,Political uncertainty, Technological change

Organizational factors- Task demands, Roledemands, Interpersonal demands

Personal factors- Family problems, Economic

problems, Personality

Type A Personality

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yp y

A person with a Type A personality isaggressively involved in a chronic, incessant

struggle to achieve more and more in less and

less time, and if required to do so, against theopposing efforts of other things or other

persons

Type As

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Are always moving, walking and eating rapidly

Feel impatient with the rate at which most

events take place

Strive to think or do two or more things at

once

Cannot cope with leisure time

Are obsessed with numbers, measuring theirsuccess in terms of how many or how much of

every thing they acquire

Contrast to Type A personality is Type B

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Type B never suffer from a sense of urgency

Can relax without guilt

Type A operate under moderate to high level ofstress

Type As do better than Type B in job interviews

as they are likely to be judged as having desirabletraits such as high drive, competence and successmotivation

Consequences of stress

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Physiological symptoms: create changes in

metabolism, increase in heart and breathingrates, increase in blood pressure, bring onheadaches and induce heart attacks

Psychological symptoms: job relateddissatisfaction, tension, irritability, boredom

Behavioural symptoms: changes inproductivity, absence, changes in eatinghabits, smoking, consumption of alcohol,sleep disorders

Managing stress

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g g

Individual approach: implementing timemanagement techniques, increasing physical

exercises, relaxation training and expanding social

support network

Organizational approach: improved personnel

selection and job placement, training, use of

realistic goal setting, redesigning jobs, more

employee involvement, improved organizationalcommunication, corporate wellness programs

Frustration

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Blocking or slowing down of a goal directedactivity

Resultant feeling caused by a sense ofprivation, deprivation or conflict in relation to

goal directed activity

Dynamics of frustration

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y

F= f L x V x O+ I + P

L= expectation to achieve the goal

V= valence (attractiveness)O= opportunity to achieve the goal in the near

future

I= investment of effort and other inputsP= public knowledge of the expected

achievement

Frustration cycle

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Adaptive

deterioration

Isolation

Defensive

behaviour

Distortedperception

Hope cycle

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Problem

solving

Insight

Realistic

analysis

Exploration

Coping behaviour

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p g

Aggression

Regression

Flight

Exploration

Aggression

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General aggression: General irritation,restlessness, and violent /destructiveexpressions of aggression

Target-directed aggression: Anger, blamingothers and hostility towards people seen ascausing disappointment

Self- directed aggression: blaming himself

Displaced aggression: aggression directed to athird person

Regression

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Regression is characterized by primitive orpreviously used modes of behaviour

Under emotional pressure a person mayrevert to earlier behavioural mode which

make him feel more secure

Flight

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Apathy: A manager may not pay any attention to

the frustrating situation and may neglect it Withdrawal: A frustrating employee in an

organization may leave it or avoid attendingmeetings

Denial: A person may deny feeling any frustration,one may repress feeling of pain and denyexperiencing any frustration

Fantasy: day dream pleasant things and createfantasies of doing something one cannot do inreal life

Exploration

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Problem solving mode Explores issues with others, take steps to

analyze the situation and prepare alternative

strategies of action Self action, Action by others , Joint action

Managing frustration

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Listen to the feelings of the staff Share own feelings of disappointment

Share feelings of guilt if any

Help the staff to accept and confront reality

Develop alternatives to solve problems

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Groups

Group

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Two or more individuals, interacting andinterdependent, who have come together to

achieve particular objectives

Can be either formal or informal

Can be further classified into command, task,interest or friendship group

Command group: A group composed of the

individuals who report directly to a given

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individuals who report directly to a given

manager

Task group: People working together to

complete a job task

Interest group: People working together to

attain a specific objective with which each is

concerned

Friendship group: People brought together

because they share one or more common

characteristics

Why do people join Groups?

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Security

Status

Self esteem

Affiliation

Power

Goal achievement

Stages of group development

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Forming

Storming

Norming

Performing

Adjourning

Stages of Team Development

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Orientation (Forming)

This is simply the bringing together of a group of individuals.

At this stage, members are:

Moderately eager

Have generally positive expectations

Have some anxiety about why they are there and what it all

means

Have some anxiety about other members such as who they

are and what they are like

Contd..

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During orientation,

How to approach Goals, and what skills are needed.

The length of this stage will depend on how clearly thetask is defined.

This is an important stage because it serves to clarify

the team's mission and bond team members.


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Storming

This stage is characterized by:

argument

conflict

a dip in morale

It results from differences between initial expectations

and the reality of the situation as perceived by the

members. Members may have varying opinions of what

the group was to do and how to accomplish it

Members are also beginning to confront the

differences in their personalities and values, a

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differences in their personalities and values, a

condition that is present anytime strangers meet.

Members may feel anger or frustration with the task

or with other members or may even resent the

presence of formal leadership.

Generally, the dissatisfaction stage is relatively short.

Some groups, however, may become stuck in this

stage and continue to be both demoralized and

relatively unproductive.

In the worst cases, some groups never emerge from

this stage and, if possible, disband in frustration.


Resolution (Norming)

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Resolution (Norming)

This stage in the group's development involves the: Resolving of issues

Setting up group processes

Setting of group policies, procedures, and values

Increasing production

Members are now resolving differences and clarifying the mission

and roles.

Members are less dissatisfied as in the previous stage because they

are now learning more about each other and how they will work

to ether

Members are making progress toward their goals.

They are developing tools to help them workb h h bl l i

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better together such as a problem solving

process, a code of conduct, a set of team values,and measurement indicators.

Member attitudes are characterized by

decreasing animosities toward other members;feelings of cohesion, mutual respect, harmony,and trust; and a feeling of pleasure inaccomplishing tasks.

The work is characterized by slowly increasingproduction as skills develop. The group isdeveloping into a team.


d ( f )

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Production (Performing)

The team is accomplishing work effectively.

Production is high and the climate is positive.

Member attitudes are characterized by positive feelings and

eagerness to be part of the team.

Members are confident about the outcome, enjoy open

communication, exhibit high energy, and disagreement is

welcome and handled without emotional conflict.

Although work is being accomplished through all the stages, this

stage reflects the work being accomplished most effectively.


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Termination

In the case of temporary teams such as task forces, design

teams, and problem solving teams, a fifth stage reflects the

ending of the process.

Depending on the team's success in accomplishing its task

and how strongly the members have bonded, this stage may

reflect either a sense of loss or relief. When a team ends,

time should be spent addressing how it should be done to

properly recognize the team's accomplishments.

Role

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A set of expected behaviour patternsattributed to someone occupying a given

position in a social unit

Our behaviour varies with the roles we are

playing

Role identity: Certain attitudes and behavioursconsistent with a role and they create the roleidentity

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identity

Role perception: An individuals view of howhe or she is supposed to act in a givensituation

Role expectations: How others believe aperson should act in a given situation

Role conflict: A situation in which an individualis confronted by divergent role expectations

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Status: A socially defined position or rank

given to groups or group members by others

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According to status characteristics theory,

status tends to be derived from one of three

sources

1. The power a person wields over others

2. A persons ability to contribute to a groups

goals

3. An individuals personal characteristics

Group size

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Smaller groups are faster at completing tasks

than larger ones

Individuals perform better in smaller groups

than in larger ones

Larger groups are effective in fact

finding/problem solving

Social loafing: Is the tendency for individuals

to expend less effort when working

collectively than when working individually

Cohesiveness

hi h b d

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Degree to which group members are attracted

to each other and are motivated to stay in thegroup

Suggestions to encourage group cohesiveness

1. Make the group smaller2. Encourage agreement with group goals

3. Increase the time members spend together

4. Increase the status of the group5. Stimulate competition with other groups

6. Give group rewards

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Groupthink

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A phenomenon in which the norm for consensus

overrides the realistic appraisal of alternativecourses of action

Describes a deterioration in an individuals

mental efficiency, reality testing and moraljudgment as a result of group pressure

Suggestions to minimize groupthink

Monitor group size, encourage group leader to play

an impartial role, appoint one group member asdevils advocate, encourage active discussions

Team

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A team comprises a group of people linked in a

common purpose.

Teams are especially appropriate for conducting

tasks that are high in complexity and have many

interdependent subtasks

Why Have Teams Become SoPopular ?

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Teams typically outperform individuals.

Teams use employee talents better.

Teams are more flexible and responsive tochanges in the environment.

Teams facilitate employee involvement.

Teams are an effective way to democratize anorganization and increase motivation.

Popular ?

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Comparing Work Groups and Work Teams

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Types of Teams

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Problem-Solving Teams

Groups of 5 to 12 employees from the samedepartment who meet for a few hours eachweek to discuss ways of improving quality,efficiency, and the work environment.

Self-Managed Work Teams

Groups of 10 to 15 people who take on theresponsibilities of their former supervisors.

planning and scheduling of work,. assigningtasks to members, making operating

decisions taking actions on problems

Types of Teams (contd)

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Cross-Functional Teams

Employees from about the same hierarchical level,but from different work areas, who come together toaccomplish a task.

Types of Teams (contd)

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Virtual TeamsTeams that use computertechnology to tie togetherphysically dispersed

members in order toachieve a common goal.

Tend to be more task oriented and exchange less social-emotional

information than face to face teams.

Team effectiveness- Contextual factors

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Adequate resources

Leadership and structure

Climate of trust

Performance evaluation and rewards

Team effectiveness- composition

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Ability of members

Personality of members

Allocation of roles

Diversity of members

Team size

Member preferences

Key roles of TeamsP d

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Producer

Organizer

Assessor

Promoter

Creator

Linker

Adviser Maintainer

Controller

Team effectiveness- Process

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Common purpose

Specific goals

Team efficacy

Mental model

Conflict levels

Social loafing

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Organization Development

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Planned, managed and systematic process tochange the culture, systems and behaviour of anorganization in order to improve theorganizations effectiveness in solving its

problems and achieving its objectives Improving organizational efficiency by modifying

human behaviour rather than technologicalinnovations

Organic structure is more desirable in todaysenvironment

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Planned

Organization wide

Managed from the top

Increase organizational effectiveness

Intervention in organizational process

Uses behavioural science knowledge

Objectives of OD programs To build and enhance interpersonal trust,

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To build and enhance interpersonal trust,

communication and support among allindividuals and groups throughout theorganization at all levels

To encourage an analytical approach to problem

solving in a team spirit and open manner To increase a sense of belonging to the

organization

To help managers to manage according torelevant objectives rather than depending onpast practices

Basic OD assumptions

Most individuals have a drive towards personal

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Most individuals have a drive towards personal

growth and development Work habits are more a response to work

environment rather than personality traits

Highest productivity can be achieved when

individual goals are integrated with organizationalgoals

Cooperation is always more effective than conflict

Growth of individual members is facilitated byrelationships which are open, supportive andtrusting

OD Techniques

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Team building

Survey feedback

Grid training

Process consultation

Management by objectives

Role analysis technique


Ch i b h i th h t t d

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Changing behaviour through unstructured

group interaction

Help individuals towards better relationshipwith others

Not intended to suppress conflict Not a set of hidden, manipulative processes

aimed at brainwashing individuals

Emphasizes the process rather than thecontent of the training and focuses uponemotional rather than conceptual training

Team Building

I tt t t i t th k i

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Is an attempt to assist the work group in

becoming adept by learning how to identify,diagnose and solve its own problems

Directly focuses on the identification of problemsrelating to task performance

Members of an organizational group diagnosehow they work together and plan changes thatwill improve their effectiveness

Improves organizations problem solving anddecision making skills

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Team building allows members to

concentrate on:

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Setting goals and priorities for organizationalgroups

Analyzing or allocating the way the work is

performed Examining the way the group is working

Examining the relationships among the people

doing the work

Problem

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Data

gathering

Diagnosis

Planning

Implementation

Evaluation

Necessary conditions for the success

of Team Building program

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Basic interdependence among the membersof the group exists

The group members understand the stated

goals clearly Group members unanimously agree with the

objectives

Group is capable of taking corrective actionson the problems identified

Survey feedback

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Collection of data: comprehensive self reportquestionnaire, focus on key organizational issuessuch as employee satisfaction, quality, styles ofleadership etc

Feedback: results are fed directly to theparticipants

Develop an action plan

Follow up

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Grid Training

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Laboratory seminar training

Team development

Inter-group development

Organizational goal setting

Goal attainment

Evaluation

Process consultation

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Set of activities on the part of the consultantwhich help the client to perceive, understand andact upon the process events which occur in theclients environment

Steps are: initial contact, define the relationship,select the method of work, collection of data anddiagnosis, intervention, reducing involvementand termination

Designed to change attitudes, values,interpersonal skills, group norms andcohesiveness etc

Prerequisites for effective use of OD

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Support should begin with top management

Organization must communicate the

objectives clearly

Enough time must be allowed Role of outside consultant

Use appropriate interventions

OD class 1(4)

Documents

Transcript of OD class 1(4)