Fluent Essays

CHAPTER 1 General Introduction to Organization Development ©2019 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Learning Objectives Define and describe the practice and study of organization development (OD). Describe the history and relevance of OD. Distinguish OD and planned change from other forms of organization change. ©2019 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. ‹#› Organization Development Defined Organization development is a system-wide 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. ‹#› ©2019 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Organization Development Defined Consistent Theme with OD Definitions An outcome of OD activities is organizational effectiveness They stress the applicability of knowledge gained through the social and behavior sciences (such as sociology, business management, psychology, and more) to organizational settings ‹#› ©2019 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. What’s the Purpose of OD? Change Rarely simple and met without skepticism Significant changes today are facing organizations and their teams and individual employees Change is required of team members, who now are likely to work virtually in collaboration with members from around the globe Cultural differences, changes in communication technologies, and a changing diverse workforce can produce challenges Employees learn new skills as jobs change or are eliminated ‹#› ©2019 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. What OD Looks Like Increasing employee participation Senior Management Coaching Team Development Creating New Business Initiatives Creating long-term strategic change engagement OD efforts are intended to develop systemic changes that are long lasting ‹#› ©2019 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. How are Change Management and Organization Development Different (1) Organization Development Enables “development” of individuals and the organization Promotes values of human self-determination, potential, and growth Concerns an organization’s capability to solve its own problems and adapt to its environment Helps organizations develop knowledge to change and improve ‹#› ©2019 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. How are Change Management and Organization Development Different (2) Change Management Helps organizations implement specific changes (e.g., new technologies or a new organization structure) Values and practices are highly pragmatic aimed to make change processes effective and efficient Places importance on how well change is implemented and at what cost and speed, not whether the organization or its members have learned ‹#› ©2019 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Relevance of Organization Development OD helps organizations create effective responses and change capabilities in uncertain and changing conditions Globalization of markets, environments and functions Introduction of new technologies and digitalization Managerial innovation through restructuring and new forms of work and organization ‹#› ©2019 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. The Nature of Planned Change Organizations can used planned changed to Solove problems Learn from experience Reframe shared perceptions Adapt to external environmental changes Improve performance Influence future changes ‹#› ©2019 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Theories of Planned Change All approaches to OD rely on some theory about planned change The Three-Step change model The Action Research model The Positive model The Continuous Change model ‹#› ©2019 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Theories of Planned Change Three-Step Change Model Kurt Lewin, father of the three-step change model He conceived of change as modification of those forces keeping a system’s behavior stable Unfreezing. This step usually involves reducing those forces maintaining the organization’s behavior at its present level. Unfreezing is sometimes accomplished through a process of “psychological disconfirmation”. By introducing information that shows discrepancies between behaviors or results desired by organization members and those behaviors or results currently exhibited, members can be motivated to engage in change activities. Moving. This step shifts the behavior of the organization, department, or individual to a new level. It involves intervening in the system to develop new behaviors, values, and attitudes through changes in organizational structures and processes. Refreezing. This step stabilizes the organization at a new state of equilibrium. It is frequently accomplished using support mechanisms that reinforce the new organizational state, such as organizational culture, rewards, and structures. ‹#› ©2019 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Theories of Planned Change Action Research Model This process is usually cyclical in which initial research about the organization provides information to guide subsequent action The results of the action are assessed to provide further information to guide further action, and so on It places heavy emphasis on data gathering and diagnosis prior to action planning and implementation, as well as careful evaluation of results after action is taken ‹#› ©2019 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Theories of Planned Change Positive Model Unlike the Three-step model and the Action Research model, the Positive Model focuses on what the organization is doing right This model helps its members understand their organization when it is working at its best and build off those capabilities to achieve even better results The positive model has been applied to planned changed primarily through a process called Appreciate Inquiry (AI) The five-step process of AI 1.) Initiate the inquiry 2.) Inquire into best practices 3.) Discover the themes 4.) Envision a preferred future 5.) Design and deliver ways to create the future ‹#› ©2019 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Theories of Planned Change Continuous Change Model This model is a response to how organizations need to adapt to today’s environments The continuous model of change addresses these dynamic change requirements. It proposes that the four change activities occur simultaneously 1.) Discovering. This activity enables members to see the “big picture” and the potential ways an organization will have an adapt to change 2.) Designing. This activity involve understanding the strengths and weaknesses of different business strategies, organization design elements, and interventions so that change initiatives can be assembled into a coherent framework. 3.) Tailoring. Continuous change involves a good deal of customizing activities to assemble, coordinate, and fit different change initiatives to an organizational situation that is itself changing. 4.) Assessing. Continuous change eschews traditional change evaluation as too time consuming. It uses more fluid and rapid processes to assess whether the coordinated changes are having intended effects, so necessary adjustments can be made rapidly. ‹#› ©2019 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Discussion Forum Grading Rubric Interaction is the key to a productive and meaningful discussion between you, your peers, and your instructor. Discussions take place over the course of the week. Your goal should be meaningful interaction rather than meeting minimum point requirements or posting as if it were a last minute assignment – a one directional activity. With a collective focus on demonstrating mastery of key concepts, sharing experiences by applying the material, and engaging in graduate level discourse, we will have a fun and successful learning environment. Good grades will follow naturally. Participants are free and encouraged to post more than the required minimum. Strong participants who emerge as leaders in weekly discussions can expect special consideration in their grades for the course. Engage, converse, challenge, and learn from each other! INSTRUCTIONS/GUIDELINES: 1. Initial Posts are due time-stamped by 11:59pm, Eastern Time, Wednesday of each week. 2. A 10% reduction in grade will be incurred for late initial posts and applied to the first criterion. This penalty may be also applied to the other criterion if posts are made on the last day of the week to classmates or in response to classmates’ questions to your own thread. 3. Responsive posts to a minimum of three peers are due by Friday and/or Saturday of the week. Responses to faculty feedback need to be made within 48 hours. Posts made later than Saturday have an adverse impact on the quality of the learning community, including responding to questions from your colleagues to your own post. Posting all or the majority of your contribution on last day of the week will result in decreased points due to the fact that you have not been effective in participating in the discussion across the week. 4. Interaction is key to a rigorous discussion: participation over three (3) separate days each week is optimal, as described below. 5. The quality of the discussion is dependent on everyone in the course; therefore, points are gained through posts that stimulate further conversation, e.g., ask a critical thinking question, present an opposing viewpoint, etc. Post Type Post Performance Points Exemplary Proficient Developing Needs Improvement Initial Post: Demonstration of Quality Content and Integration of Course Material The first post for this discussion exhibits a strong statement to completely answer the main discussion question(s). The student’s answer incorporates a concise statement backed by assigned readings from the The first post for this discussion exhibits a statement to answer the main discussion question(s). However, this answer doesn’t demonstrate one of the following areas: a The first post for this discussion exhibits a statement to answer, or partially answer, the main discussion question(s). However, this answer doesn’t demonstrate two of the The first post for this discussion exhibits a statement that is partially incorrect, is fully incorrect, or doesn’t answer, the main discussion question(s). If the /10 Points 11/2014 Post Type Post Performance Points Exemplary Proficient Developing Needs Improvement class or another scholarly source, and stimulates further discussion. APA Style is followed. (5 points statement; 3 points sources; 2 points discussion stimulation). 10 points concise statement; backed by readings from the class or another source, and stimulates further discussion. APA Style is followed. 9 points following areas: a concise statement; backed by readings from the class or another source, and stimulates further discussion. APA Style is missing one or more elements. 7.5 points initial post is missing, this warrants a zero. Further, this post is not a concise statement; is not backed by readings from the class or another source, and does not stimulate further discussion. APA Style is not followed. 6 points or lower Follow-Up Posts: Participation as Member of Learning Community The student’s feedback to a minimum of three (3) other initial posts exhibit substantive answers that address the posts, are supported by readings or other facts, and challenge/invite other participants to further explore the topic. 10 points The student’s feedback to three (3) other initial posts exhibit solid answers that address the posts adequately, are supported by readings or other facts, and challenge/invite other participants to further explore the topic. Responses are proficient but not as robust, in- depth, or substantive as the “exemplary” category. 9 points The student’s feedback to two (2) or less other initial posts exhibit answers that may fail to address the posts adequately, are not supported by readings or other facts, or fail to challenge/invite other participants to further explore the topic. 7.5 points Student gave feedback to one (1) or less initial posts, or the feedback constitutes simple agreement or a question that does not show evidence of effort, critical thought or knowledge, or were posted too late in the week to have an impact. 6 points or lower /10 points Response to Feedback Received: Student participates in the discussion forum at least three (3) separate days of the week, writes substantial Student participates in the discussion forum at least (3) separate days of the week; responds to Student is missing one or more elements in the areas of: posting in at least three (3) Student does not adequately provide evidence of participating in the /3 Points Post Type Post Performance Points Exemplary Proficient Developing Needs Improvement Ongoing Participation throughout the week. responses to all feedback received on student’s initial post; and responds to instructor’s feedback to initial post within 48 hours. 5 points all feedback received on student’s initial post, and responds to instructor’s feedback to initial post. Responses are proficient but not as robust, in-depth, or substantive as the “exemplary” category. 4 points separate days of the week; responds to all feedback received on initial post; or response to instructor’s feedback to initial post. Responses show attention to feedback received but are not substantive. 2.5 points discussion forum throughout the week as evidenced by number of days, posting to feedback received on initial post, or response to instructor’s feedback to initial post. 1 points or less Late Post Deduction 2 points will be deducted for late initial posts (one letter grade), as this has an adverse impact on the quality of the discussion and on the learning community. -1 Points Follow-up Posts Posting Replies on Thursday and Friday of the week is a good practice; any later than the Saturday has an adverse impact on the quality of the learning community. Posting all or the majority of your contribution on last day of the week will result in decreased points due to the fact that you have not been effective in participating in the discussion across the week. Up to -1 Points /20 Total Points