Organizational DevelopmentBy Jiten patel

023BBA sem-3

What is Organizational Development?

There is no single definition of Organizational Development if we were to break it into its parts we can discover one meaning: "Organization" has come to mean the coming together of people and resources to form a unit. "Development" in its simplest form suggests change and growth. So OD could be defined as the practice of changing people and organizations for positive growth.In practice, Organizational Development can take on many forms, and typical OD activities can include some of the following :-

Teams and Team Building

i. OPERATIONAL DEFINITIONS AND HISTORICAL LOOK

* Types of Groups

There are several types of group’s which appear in literature about teamwork. These generally fall under the categories of

1) Work groups.

2) Work teams.

3) Self-directed teams.

Here the various definitions for these terms will be included with a historical look at groups and teams.

There is also the "non-group," called a collection of people.

A collection is a number of people that have no sense of belonging to a group, being considered a collection by the physical location of its membership. Schein refers to these as aggregates of people Schein gives the example of an aggregate of people on a street corner waiting for a bus, or an entire department

or division of an organization, where they generally do not all interact and are not all aware of each other

1) Groups and Work Groups

A work group is a group in that is engaged in work in an organizational setting. Work groups have been the focus of many research studies. Schein, who is considered an expert authority in the field of organizational groups, defines organizational work groups as "Any number of people who interact with each other are psychologically aware of one another, and perceive themselves to be a group" The term group was broadly defined by Bales in 1950 as

"Any number of persons engaged in a single face-to face meeting or series of meetings in which each member receives some impression of each other member...as an individual person, even though it be only to recall that the other person was present ". Alderfer defined groups as intact social systems, complete with boundaries, interdependence among members, and differentiated member roles

Researchers have created lengthy summaries of literature about current thinking on groups, focusing on the categorization, classification, and typologies of groups. Others have looked at work group effectiveness from an anthropological perspective, categorizing and classifying teams and creating typologies and surveys for teams. Kenneth Bettenhausen compiled the principal findings of over 250 peoples on small group dynamics published between January 1986 and October 1989.

Bettenhausen looked at four areas:

1) The tensions between individuals and groups;

2) The group's interaction content;

3) Social psychological areas of groups polarization, social influence, social loafing, group cohesion, commitment, conflict, and goal setting

4) Group effectiveness and types of team. These researchers have created effective and voluminous summaries that will not be duplicated here.

Peoples of group behaviors were conducted in the 1800s. During this period groups were called the pathological crowd (Patton, et al.

5). People’s of group behaviors centered on dyads as the basic social unit, and the family as the primary group.

These studies were philosophically oriented, studying the origins of people's social behaviors

The first use of experimental methodologies for the study of small groups occurred in the 1930. During this period the experimenters created small groups and observed the operation of the group, and the invent of terms like groups dynamics and force filed analysis. This included the Hawthorne studies, which showed that the need to be accepted and liked by one's fellow workers is possibly more important than economic incentives offered by management (Roethlisberger & Dickson).

Studies on group behaviors were conducted in 1947 at the National Training Laboratories in Bethel, Maine these training groups ("T-groups") were observed for self-diagnosing and personal change behaviors. Groups were also studied in 1949 for the effects of cooperation and competition (Deutsch 33).

2) Teams or Work Teams

As in the case of work groups, no standard definition has been accepted for the term team or work team. There have been hundreds of articles written and books published about teamwork, each with its own definition for these terms.

Generally recognized as the first study of team behaviors is Trist and Bamford's work of 1951. This study looked at the ways that work teams satisfied the social, psychological, and technical needs of the organization (Trist and Bamford 3-38).

Current Definitions of Teams

Literature on teams and teamwork follows a common thread in the definition of the term team. The author will use the definition to outline his or her work. For example, the definition of the term team will include from three to five attributes which the author considers important for teams, and will then base the rest of his or her work on defining those attributes. Common attributes center around performance, interpersonal interaction, effective members, and goals.

ii. THE NEED FOR TEAMS

The popularity of teamwork in organizations leads one to believe that teams are of great benefit. Indeed, Parker wrote that " Businesses won't be able to operate successfully without good teamwork in the 1990s ". This section will look at the areas benefited by teamwork, and arguments against teamwork.

A) The Areas Benefited by TeamworkB) Task Related Benefits from TeamworkC) Arguments Against Teamwork

The Areas Benefited by Teamwork

The benefits of teamwork can be placed into one of four areas: Task related benefits, Human related benefits, Creativity and Innovation, and Employee participation. These areas can all be present in a highly effective team.

Task Related Benefits from Teamwork

Task related benefits from teamwork can be put into Two categories:

a) Production gains

b) Decreased costs.

Maddux writes that "Teamwork and production go hand in hand" Zenger and Parker report that teamwork increases productivity up to 200%. Gamble has used teams since 1962 and sees 30-40% higher production in team-based plants. Teamwork helps to improve the quantity and quality of output. "Companies turn more and more to teams because old structures do not adequately respond to marketplace demands or because they see teams as a better way of doing business" Parker attributes reduced operating costs teamwork. This is due to the increased productivity, and more effective use of resources.

Arguments Against Teamwork

Popular business texts and periodicals report that teamwork is the best way to get the job done. A few authors have dedicated themselves to contradicting this assumption. Arguments against teamwork are: -1) Misdirected work efforts, 2) Loss of individual contributions, 3) Lack of accountability and control, 4) Groupthink and risky shift, 5) Individualism.

iii TEAM BUILDING AND DEVELOPMENT

Team building is "the process of deliberately creating an effective team" someone, possibly a professional consultant, usually facilitates the team building while team development comes from inside the team.

Team Building Stages

There are typically four primary phases to the team-building process:

1) Sensing;

2) Diagnosing;

3) Resolving identified issues;

4) Follow through.

The first phase, sensing, is conducted prior to team-building, when potential members are interviewed. Diagnosing, the second phase, is when information gathered in phase one is analyzed and compared to the teams mission, goals, objectives, etc.

Faze three, resolving identified issues, takes place when the team meets to discuss items from faze two. Action plans are created and goals are set.  The last phase, follow through, is when action plans are reviewed and the situation is reassessed.

Team Building Techniques

Team building activities are conducted in order to develop loyalty and trust which are critical foundations for getting the most effective results from a matrix project team. Team building is not just about creating ‘fun’ events, although that is part of it. It is also not just about understanding team members through personality assessments, although again, that is part of it. The most effective team building involves combining a variety of tools and techniques.

Conflict management

A skillful Manager will understand that conflict happens on any team and will take the initiative to establish a clear process for managing it. This provides clarity to the team in the event that conflict does occur. A newly created matrix project team will find this especially helpful as the team is not used to working together and will need to navigate this as part of the process of maturing as a team. This will also help the team move more quickly through the ‘storming’ phase of group development.

 iv Effective Team Goals

Team Goals

"A clear, elevating goal" as its first characteristic of effective teams. That a high performance team has both a clear understanding of the goal, and a goal that embodies a worthwhile or important

Ineffective teams are ineffective due to something related to the goals. This could be because:

1) Goals are unfocused, 2) Goals are politicized, 3) Lost significance/urgency of goals, 4) Goal dilution, 5) Individual goals have taken priority over team goals

A clear and elevating goal is characterized its two elements; 1) The goal is clear and2) The goal is elevating. 

Goal clarity means that there is a specific performance objective, phrased in such a way that there is no doubt whether or not it has been reached. A goal that is elevating is personally challenging to individuals and/or group by stretching mental and/or physical limits, and has a sense of urgency because the objective makes a difference and provides opportunity to excel.

Making Goals Explicit

Once your team has defined its general goals, you must define achievable sub goals. A handy way of doing so is to define SMART goals: Specific, Measurable, Attainable, Realistic, and Tangible.

Specific: General goals are good overarching principles, but specific goals are more likely to guide action. By reducing general goals to more specific ones (e.g., defining in greater detail what will be done by whom and when) your goals will be more effective in guiding team performance.

Measurable: By making goals more specific, you make it possible to define metrics for success. Specific, measurable goals with deadlines make it much easier for the team to structure tasks leading to the goal’s completion and help identify when the team is falling behind or not addressing goals adequately.

Attainable: Specific, measurable goals should also be attainable. Goals that are too hard to accomplish or on an excessively aggressive deadline are not necessarily helpful; repeated failures to meet goals can be disheartening and jeopardize future goals.

Realistic: Realistic goals are more likely to be achieved than unrealistic ones. This is not to suggest that you shouldn’t aim high—difficult goals are good challenges. However, if it is clear that a goal cannot be achieved, aiming for that goal will waste time, money, and human resources.

Tangible: Goals with tangible outcomes and processes are more likely to be specific, measurable, and attainable. Intangible goals are harder to define and measure and can be difficult to realize as a result.

Team Oriented Goals

There are four attributes of team goals, which differentiate them from individual and corporate goals.

1) Team goals should require the team, because individuals can’t do them. 2) Team goals are critical for success of the team's mission. 3) Team goals are the product of individual member’s goals. 4) Team members believe they can influence and accomplish team goals.

v Goal Clarity

Try harder goals are not enough. Substantial improvements require deliberate changes in operating procedures, and these changes require action planning with substance" To Improvement in Project Team goals should be written out, posted, and be clear and objective Clear, consistent, measurable goals also appear in Team built Making Teamwork Work as an important part of team building.

vi COMPETENT TEAM MEMBERS

Frank M. J. Lafasto explain that it is imperative to select the right people is the underlying message of this chapter. People make up teams, and competent people are needed to create a competent team.

There are two types of competencies in teams:

a. Technical competencies

b. Personal competencies.

Both of these need to be present in every team for it to function.

a. Technical Competencies

Technical competencies revolve around the technical skill levels of the team members.

When selecting team members, there are two questions that need to be answered:

1)What are the critical technical skills?

2) What is the balance of these skill among members?

Rather than opting for identical skills for every team member, a good balance of people is important.

b. Personal Competencies

Personal competencies include the following: the drive to achieve; self-awareness; self-confidence; self-investing; interpersonal savvy and relationship building skills.

Exhibiting a drive to succeed that expands your involvement and engagement in the effort at hand.

Ability to accept and incorporate feedback and carefully examine how you are perceived by others, building your self-awareness.

Ability to build on your success to exhibit a self-confidence that is reassuring to others.

Interest in constantly developing your skills and competencies as a way of investing in your own success.

Ability to understand your role in interpersonal and institutional settings and to adjust your behavior as necessary.

Ability to build substantive relationships and connections in professional settings.

Team Selection Criteria

Type of Team Primary Characteristic

Member Selection Criteria

Problem Resolution Team

Trust intelligent

street smart

people sensitive

high integrity (trust)

Creative Team Autonomy Cerebral

Independent thinkers

Self-starters

Tenacious - not easily discouraged

Tactical Team Clarity Loyal

committed

action oriented

sense of urgency

responsiveness

Role Relationships

Defining the roles of team members is important. Roles, accountability, and responsibility are intertwined in any organization, and in team based organizations it becomes important that everyone understands their role.

Roles are define as:-

1) Emotionally charged, 2) Emotionally neutral, 3) Collectively oriented, 4) Collectively oriented.

Interterm roles are ideally emotionally charged and collectively oriented . By encouraging communication between team members this is possible. It could lead to problems, however, if the members can't get along, for in an organization based on teams interpersonal conflicts impair productivity more than in situations where roles are emotionally neutral and self-oriented.

VII. TEAM COLLABORATION

Frank M. J. Lafasto explain that collaboration refers to the extent to which member’s:

1) Communicate openly,

2) Disclose problems,

2) Share information,

4) Help each other overcome obstacles,

5) Discover ways of succeeding.

Collaboration can be called "working well together," and is characterized in two ways: 1) The structure of teams, with clear roles, responsibilities, and

Accountabilities; 2) A feeling or climate that fosters collaboration through trust.

Collaboration in Other Literature

There are three ways to encourage collaboration: 1) Identify areas of interdependence;

2) Open communication channels;

3) Let the team members know that teamwork will positively Influence individual recognition -- reward teamwork

First, it builds the awareness of team member interdependence. Two, it stimulates higher levels of performance and leads to accomplishment of goals. Three, Collaboration builds and reinforces recognition and mutual support within the team. 

VIII TRAINING ACTIVITIES FOR TEAMWORK

a) Introduction to Team Training

Many books on team building have activities that the team leader or consultant can use in order to build teams. Some books include these activities as an appendix to text about building teams, while other books dedicate themselves exclusively to training activities.

b) The Benefits from Training

"Team training is primarily seen as an effort to make people feel good about each other. It is seen as an easy way to reduce tensions or build relationships between team members."

There are three areas that are benefited from training: 

1) Job skills;

2) Interactive skills;

3) Qualitative or action skills, such as problem solving,

If the training includes humor, it can lead to cohesion

c) Training Formats

“Training works best when it is provided over time rather than in one lump". If the training is provided in four to six week long "training colleges," writes Wellins, it is difficult, particularly for production workers not used to the classroom environment. Wellins also clarifies the role of a team leader in the training exercise:

1) Coaching;

2) Reinforcing effective performance;

3) Encouraging and supporting initiatives;

4) Leading work teams.

Organizational assessments

Before beginning any OD (organizational development.) intervention, it is important to conduct an assessment.  There are many kinds of assessments that are used in organizational development.

Definition

An organization comprises a cluster of the people working towards a shared goal. Generally they are created when a group of individuals are brought together for a common purpose. Organization can involve a wide spectrum of humanActivity. They can be categorized as a private or public, for profit or non-profit governmental or non-governmental,

Within all nations there can be found a myriad of organizations dedicated to their individual agendas whether they be economic, political or social. Some may be more formal than others. Some may be large and powerful. Others may be smaller and evolving. Agendas may also vary. Some may champion business development. No organization is left to function on its own the interdependency of organizations is a key common factor that determines how individual organizations contribute grow and meet their goals.

Understanding context

Organizational assessments by their very nature are complex undertakings that require a great deal of sensitivity, tact and understandings. When you are assessing an organization you are challenging in a very fundamental way how and why things are done they way they are. For many change is a hostiles act that threatens their security and well being.

Think about instances during your career when your worked have been assessed. How did you respond likely you glowed

with the complements and prickled with the criticisms? At the organizational level when everyone is involved the circumstance only becomes more complex.

Career Development

In organizational development, the study of career development looks at how individuals manage their careers within and between organizations, and how organizations structure the career progress of their members. It can also be tied into succession planning within some organizations.

Part 1: Employee Instructions

Step 1:

Write down your primary career interest.

Tip: A primary career interest is usually described in terms of a general vocation.

Step 2:

Identify long-term professional goals

Tip: Long-term professional goals are often conveyed in terms of specific positions

Tip: List any lateral moves or promotions that will help you meet your long-term professional goals

Step 3:

Identify the short-term goals that contribute to long-term interests and the challenges that must be overcome in order to reach these goals.

Tip: Identify barriers, both personal and external, that prevent you from accomplishing your short-term goals, then create ways to overcome them.

Step 4:

List 2-3 activities that will help you reach each goal. Be sure to specify how you will accomplish the activity, including any resources you might need, and when you will start and finish it.

Tip: Common Development Activities

Identify and cultivate a relationship with a mentor/role model. Read relevant material. Engage in training and education. Keep a journal. Attend appropriate seminars. Take on special job assignments or job rotation. Receive coaching from a skilled co-worker. Increase customer contact. Incorporate activities into ongoing work assignments.

Step 5:

Describe tasks in your current job that are contributing to long term goals and that you would like to emphasize or perform more frequently. 

Step 6:

Describe tasks in your current job that are not contributing to your long-term goals. Suggest ways to minimize, remove, or delegate them to others.

Step 7:

Write down any additional skills, knowledge or experience you would like to acquire that may directly or indirectly help you in your current job or future positions.

Step 8:

Describe when and how progress checkpoints will occur and what developmental activities will be completed or discussed at these times.

Part 2: Manager Review

Questions to ask....

1. Are you aware of your employee's career interests and values? Do you know which of your employee's strengths contribute to these career goals and what areas need to be developed?

2. Do you feel that the short-term goals your employee has suggested are unrealistic, given the employee's abilities or other external factors? Is there anything standing in the way of the desired goals?

Tip: Convey what you know about organizational realities to help the employee set short-term goals. If you think there are outside barriers, which will inhibit the attainment of their goals, describe them and help the employee work around them.

3. Do you know of other activities that would help the employee reach the developmental goals? What has helped you in the past in this area?

Tip: Help the employee select at least one development activity for each short-term goal. Scan the Employee Appraiser Coaching Advisor for action suggestions.

4. Are there people you know who could help your employee meet their career development goals? Can you provide the resources identified?

Tip: Help the employee meet their goals by offering your ideas, contacts with people, and resources. Think of at least one person who could help the employee in a mentor or advisor role.

5. Can you make changes to the employee's job to replace routine tasks with new work that is more closely aligned with the employee's goals?

Tip: If you agree with the employee's suggestions for expanding their responsibilities, work with them to define any additional knowledge or experience they will need to meet the new set of expectations. Also take a close look at how their workload will be affected, and discuss any responsibilities they will need to give up.

Tip: When employees mention tasks they no longer want to be involved with, ask them for specific suggestions on how to get the same result without their involvement, e.g. delegate, eliminate, or find more efficient ways of accomplishing the tasks.

6. Have you and the employee agreed on dates for progress checkpoints and what will be measured at each one?

ICE BREAKER

Ice breakers are quick training or presentation techniques that help to accomplish one of the following:

1. Helps people get acquainted.

2. Helps people feel more comfortable with the training environment.

3. Helps to give people a preview of the training.

4. Teaches a skill.

5. Encourages people to have fun and be relaxed.

What is E-Learning?

I think that we already know what "learning means," but what is the "e"?  The e stands for electronic, so in its simplest sense, e learning is any learning that is facilitated by electronic means.  This has come to mean the same thing as computer-based training (CBT), and would include CD-ROM, web-enabled, and Internet learning.

I. What are the benefits of e Learning?

Yes, e Learning is "good," but what are the strategic benefits of this way of learning? When does e Learning become a strategic imperative?

a) Cost: - The cost of e Learning becomes an important benefit particularly if you factor in the travel expenses of the learners.

b) Time: - The speed of e Learning becomes an important imperative in some situations: First, if you have a dispersed group of learners they may spend more time traveling to the instructor than actually learning. Second, the time will be reduced for learners who already know some of the material, as they can skim over what they already know.

c) Pace: - Learners can pace their learning according to their work demands. They can learn during chunks of free time.

d) Reference: - Learners can use the learning as a permanent reference system, which they can go back to for refreshers or if a particular need arises.

A 12-year meta-analysis of research by the U.S. Department of Education found that higher education students in online learning generally performed better than those in face-to-face courses.

What are some trends in e Learning?

Designable and actionable social networks:  

Right now, most social networks either at work or in our personal lives are places to visit, interact or just gawk. But most social networks do not allow instructional designers to design an actionable request. For example, if I am building a management development program, could I configure the social network to require that each learner have an in-depth conversation with a peer in the organization who meets key criteria? Could I design a collaborative project that would leverage an internal social platform, like SharePoint, and structure the action in a visual format?

Skype, Google and Microsoft video come to work:  

Currently, millions of people are using platforms like Skype to chat with their friends, family or colleagues around the world. Still, simple desktop video has not really taken hold in the workplace. IT groups don’t want to see it waste bandwidth, and legal groups wonder if they need to store video chats for future lawsuits. But just as the use of color monitors and speakers started at home and then invaded the office, watch for the rise of desktop videoconferencing using tools like Skype, Google or Microsoft in the enterprise.

Guide to Leadership

Business circles the term leader is often heard. It seems, therefore, that this term should be easy to define. Unfortunately, the term leader, like other business terms like quality and team, defies an easy definition. There are many

leaders, but there is no universally accepted definition for the terms leader and leadership. Sometimes the terms manager and leader are used interchangeably. There are, however, some important differences between managers and leaders.

One way to illustrate this difference is by looking at what leaders and managers do. Effective managers tend to reach goals and conduct business well -- it has been said that managers "do things right." Leaders, on the other hand, are not as concerned with what they do, as they are with how it is done it has been said that leaders "do the right things."

Scientific Management

Frederick Taylor's Scientific Management, first published in 1911, revolutionized management. Taylor advocated using stopwatches and output to measure worker productivity. His followers look at every detail of the worker and the work site, drawing diagrams called "time and motion studies" that show which actions by workers lead to the most economic and productive way of doing things. Taylor's work theorizes that there is one best way of doing things, and that way is revealed through "time and motion studies." The best way of doing business, the studies find, is to improve the techniques or methods of the workers.

Many of Taylor's theories are still in use today, and are sometimes called Classic Management Theory. Others have contributed to management and leadership theories that followed. Results-Based Leadership

Results-based leadership says that the best leaders are those that get the best results, and concentrate on measurement.

After all, says this theory, leadership is a scarce resource and should be maximized in ways that help employees, customers, and the business. In fact, is asserted that leadership is the scarcest of all resources.

Talent management

According to Marcus Buckingham, "Great managers Define a talent as "a recurring pattern of thought, feeling or behavior that can be productively applied." The emphasis here is on the word "recurring." Your talents, they say, are the behaviors you find yourself doing often. You have a mental filter that sifts through your world, forcing you to pay attention to some stimuli, while others slip past you, unnoticed. Your instinctive ability to remember names, rather than just faces, is a talent.

SKILLS: those capabilities that individuals gain from experience and/or learning, which exhibit an understanding of how to do a certain task or job. Answers the "how to" questions.

KNOWLEDGE: those capabilities that individuals gain from experience and/or learning, which exhibit an understanding of concepts or data. Answers the "what is" questions.

STRENGTHS: a combination of talent, skills, and knowledge that is applied, to move the individual or organization to success.