Fluent Essays

I have been attached 3 files you have to take a look MGT-521: Managing Dynamic Environment (Personal Change Tools) Module 02/CT 02 Regulations:  · GRADING EXPECTATIONS : 1. I recommend that you use the grading rubric to shape your work product (Attached).   2. With respect to grading, The instructor really looks for 2 things:  citations and substance . I encourage you to include cites and information from scholarly and/or peer-reviewed sources in addition to the course text (Cawsey, T. F., Deszca, G., & Ingols, C. (2020). Organizational change: An action-oriented toolkit (4th ed.). Thousand Oaks, CA: Sage Publishing. ISBN-13: 9781544351407). Otherwise, my potential for points is reduced. It  indicates you have read the course materials and searched far and wide for theories, statistics, and facts to address the issue at hand. I encourage you to paraphrase these sources. Convert the content into your own words rather than using direct quotes. This improves the synthesis of information, and it makes the writing more closely resemble your own style.  In addition to scholarly citations, a substantive assignment is one that not only answers the question but advances the discussion. Please, do more than is expected. · The writer must apply APA style guidelines.   · Support your submission with: 1. Course material concepts, principles, and theories from the textbook and Use it in the references (Cawsey, T. F., Deszca, G., & Ingols, C. (2020). Organizational change: An action-oriented toolkit (4th ed.). Thousand Oaks, CA: Sage Publishing. ISBN-13: 9781544351407) 2.  At least Four scholarly, peer-reviewed journal articles such as: 2.1 Bhatt, P. (2019). Employees’ perception about change in jobs and organisational orientations. International Journal of Employment Studies, 27(1), 34–63. 2.2 Neville, L., & Schneider, B. (2021). Why is it so hard to change organizational culture? It’s the people. Organization Development Review, 53(1), 41-46. 2.3   Sokol, M. (2021). Why is it so hard to change organizational culture? Organization Development Review, 53(1), 40. · Be 5 completed pages (not 4.5 or 4.75) in length, which does not include the title and reference pages, which are never a part of the content minimum requirements. Organize your paper with section headers related to the Critical thinking prompts Personal Change Tools Organizational change is a process that can be complex. Change efforts are not easily carried out but can be successful through the use of various resources and tools. As explored within the Interactive Lecture, change often starts with knowing what to change, continues through how to change, and then concludes with when to change. It is important to remember that the same change processes that guide organizations can also be used in one’s personal life. For this Critical Thinking Assignment, address the components below: 1. Think about a major change that you experienced within the past five years. Explain details about this change, specifically focusing on the reason for the change and the importance of the change in your life. 2. Explain which change model (i.e., Nadler and Tushman’s Congruence Model, Sterman’s Systems Dynamics Model, Quinn’s Competing Values Model, Greiner’s Model of Organizational Growth, or Stacey’s Complexity Theory) most applied to your change experience. Provide details about why you selected this model and why it was the best choice as compared to the other models. 3. Analyze the steps associated with the model and how these steps were followed during your time of change. 4. Looking back on the change process and experience, what improvements would you make to ensure enhanced change-related success? Why? Chapter 3: What to Change in an Organization: Frameworks 1 Chapter Overview Change leaders must understand both the HOW and the WHAT of change. The focus here is on WHAT needs to change Open systems organizational frameworks are valuable assessment tools of what needs to change. Nadler and Tushman’s Congruence Model is explored in detail The non-linear and interactive nature of organizations is explored to make sense of their complexity Quinn’s competing values model is used to create a bridge between individual and organizational levels of analysis Organizational change over time is discussed Deszca, Ingols & Cawsey, Organizational Change: An Action-Oriented Toolkit, 4th ed.. © 2020 SAGE Pub. 2 2 The Change Path Model Use Diagnostic Frameworks in Ch.3 to better understand: How to Change & What to Change Deszca, Ingols & Cawsey, Organizational Change: An Action-Oriented Toolkit, 4th ed.. © 2020 SAGE Pub. 3 Awakening Chapter 4 Acceleration Chapter 9 Institutionalization Chapter 10 Mobilization Chapters 5 through 8 Open Systems Perspective Organizations exchange information, material & energy with their environment. They are not isolated A system is the product of its interrelated and interdependent parts It represents a complex web of interrelationships, not a chain of linear cause–effect relationships Deszca, Ingols & Cawsey, Organizational Change: An Action-Oriented Toolkit, 4th ed.. © 2020 SAGE Pub. 4 Dynamic Complexity because Systems are: Constantly changing Tightly coupled Governed by feedback Nonlinear History-dependent Self-organizing Adaptive Characterized by trade-offs Counterintuitive Policy resistant Deszca, Ingols & Cawsey, Organizational Change: An Action-Oriented Toolkit, 4th ed.. © 2020 SAGE Pub. 5 Open Systems Perspective (cont.) A system seeks equilibrium and one at equilibrium will only change if energy is applied Individuals within a system may have views of the system’s function and purpose that differ greatly from those of others Things that occur within and/or to open systems should not be viewed in isolation. See them as interconnected, interdependent components of a complex system Deszca, Ingols & Cawsey, Organizational Change: An Action-Oriented Toolkit, 4th ed.. © 2020 SAGE Pub. 6 Nadler & Tushman’s Organizational Congruence Model Input Environment (PESTEL) Resources History / Culture Output Systems Unit Individual Informal Organization Work Formal Organization People Strategy Transformation Process Deszca, Ingols & Cawsey, Organizational Change: An Action-Oriented Toolkit, 4th ed.. © 2020 SAGE Pub. 7 7 Nadler & Tushman’s Organizational Congruence Model Input Environment (PESTEL) Resources History / Culture Output Systems Unit Individual Informal Organization Work Formal Organization People Strategy Transformation Process 8 Environmental Pressures for Change Deszca, Ingols & Cawsey, Organizational Change: An Action-Oriented Toolkit, 4th ed.. © 2020 SAGE Pub. 8 Analyzing Organizations Using Nadler and Tushman’s Model Use the congruence model to describe your organization or an organization you are familiar with. Categorize the key components (environment, strategy, tasks, etc.). What outputs are desired? Are they achieved? Is the strategy in line with organization’s environmental inputs? Are the transformation processes aligned well with the strategy? How do they interact to produce the outputs? When you evaluate your organization’s outputs, are there things your organization should address? Are there aspects of how your organization works that you have difficulty understanding? If so, what resources could you access to help with this analysis? Deszca, Ingols & Cawsey, Organizational Change: An Action-Oriented Toolkit, 4th ed.. © 2020 SAGE Pub. 9 9 Linear Event View of the World Goal Situation Gap / Problem Decision / Action Results Deszca, Ingols & Cawsey, Organizational Change: An Action-Oriented Toolkit, 4th ed.. © 2020 SAGE Pub. 10 Issues & Problems with the Linear View Time delays and lag effects related to variables and outcomes you are trying to manage (e.g., inventory stocks and flows, customer satisfaction and purchase decisions) Complexity makes cause–effect relationships difficult to predict and track Attribution Errors and False Learning often result from the above Deszca, Ingols & Cawsey, Organizational Change: An Action-Oriented Toolkit, 4th ed.. © 2020 SAGE Pub. 11 A Feedback Model Decisions Deszca, Ingols & Cawsey, Organizational Change: An Action-Oriented Toolkit, 4th ed.. © 2020 SAGE Pub. 12 Environment Decisions But Feedback Models are Messier Goals Decisions Environment Goals of Others Action of Others Side Effects Deszca, Ingols & Cawsey, Organizational Change: An Action-Oriented Toolkit, 4th ed.. © 2020 SAGE Pub. 13 Quinn’s Competing Values Framework Flexibility Control Internally Externally Focused Focused Deszca, Ingols & Cawsey, Organizational Change: An Action-Oriented Toolkit, 4th ed.. © 2020 SAGE Pub. 14 14 Quinn’s Competing Values Framework (cont.) Flexibility Control Internally Externally Focused Focused Human Resources View Open Systems View Internal Processes View Rational Economic View Deszca, Ingols & Cawsey, Organizational Change: An Action-Oriented Toolkit, 4th ed.. © 2020 SAGE Pub. 15 Quinn’s Competing Values Framework (cont.) Flexibility Control Internally Externally Focused Focused Human Resources View How to work with individuals and groups Teamwork and HR dept. Mentor and group facilitator roles Open Systems View How to use power and manage change The challenge of change Innovator and broker roles Internal Processes View How to understand & control the work unit Consolation and continuity Internal monitor and coordinator roles Rational Economic View How to stimulate individual and collective achievement Maximization of output Producer and director roles Deszca, Ingols & Cawsey, Organizational Change: An Action-Oriented Toolkit, 4th ed.. © 2020 SAGE Pub. 16 Greiner’s Five Phases of Organizational Growth Deszca, Ingols & Cawsey, Organizational Change: An Action-Oriented Toolkit, 4th ed.. © 2020 SAGE Pub. 17 Stacy’s Complexity Theory and Organizational Change Organizations are webs of nonlinear feedback loops that are connected with individuals and organizations through similar webs These feedback systems operate in stable and unstable states of equilibrium, even to the point at which chaos ensues Organizations are inherently paradoxes, pulled by forces of stability and instability Deszca, Ingols & Cawsey, Organizational Change: An Action-Oriented Toolkit, 4th ed.. © 2020 SAGE Pub. 18 18 Stacy’s Complexity Theory and Organizational Change (cont.) If organizations give into forces of stability, they become ossified and change impaired If organizations succumb to forces of instability, they will disintegrate Success is when organizations exist between frozen stability and chaos Deszca, Ingols & Cawsey, Organizational Change: An Action-Oriented Toolkit, 4th ed.. © 2020 SAGE Pub. 19 19 Stacy’s Complexity Theory and Organizational Change (cont.) Short-term dynamics (or noise) are characterized by irregular cycles and discontinuous trends, but long-term trends are identifiable A successful organization faces an unknowable specific future because things can and do happen Agents can’t control the long-term future—they can only act in relation to the short term Long-term development is a spontaneous, self-organizing process that may give rise to new strategic directions It is through this process that managers create and come to know the environments and long-term futures of their organizations Deszca, Ingols & Cawsey, Organizational Change: An Action-Oriented Toolkit, 4th ed.. © 2020 SAGE Pub. 20 20 Summary When assessing organizations, think of them as open systems—webs of interconnected and interdependent relationships that interact with the environment Change often originates in the external environment. Change upsets the internal equilibrium in an organization and thus may be resisted. Both evolutionary and revolutionary change is needed for organizational growth We need to understand the WHY and WHAT of change. Models in this chapter have focused on the WHAT of change Change is not clean and linear—it is messy Deszca, Ingols & Cawsey, Organizational Change: An Action-Oriented Toolkit, 4th ed.. © 2020 SAGE Pub. 21 Evolution stages Revolution stages Size of organization LARGE SMALL YOUNG Age of Organization MATURE 1: Growth through CREATIVITY 1: Crisis of LEADERSHIP 2: Growth through DIRECTION 2: Crisis of AUTONOMY 3: Growth through DELEGATION 4: Growth through COORDINATION 5: Growth through COLLABORATION 3: Crisis of CONTROL 4: Crisis of RED TAPE 5: Crisis of ? PHASE 1 PHASE 2 PHASE 3 PHASE 4 PHASE 5 MGT521 Critical Thinking Writing Rubric - Module 03 Exceeds Expectation Meets Expectation Below Expectation Limited Evidence Content, Research, and Analysis 21-25 Points 16-20 Points 11-15 Points 6-10 Points Requirements Includes all of the required components, as specified in the assignment. Includes most of the required components, as specified in the assignment. Includes some of the required components, as specified in the assignment. Includes few of the required components, as specified in the assignment. 21-25 Points 16-20 Points 11-15 Points 6-10 Points Content Demonstrates substantial and extensive knowledge of the materials, with no errors or major omissions. Demonstrates adequate knowledge of the materials; may include some minor errors or omissions. Demonstrates fair knowledge of the materials and/or includes some major errors or omissions. Fails to demonstrate knowledge of the materials and/or includes many major errors or omissions. 25-30 Points 19-24 Points 13-18 Points 7-12 Points Analysis Provides strong thought, insight, and analysis of concepts and applications. Provides adequate thought, insight, and analysis of concepts and applications. Provides poor though, insight, and analysis of concepts and applications. Provides little or no thought, insight, and analysis of concepts and applications. 13-15 Points 10-12 Points 7-9 Points 4-6 Points Sources Sources go above and beyond required criteria and are well chosen to provide effective substance and perspectives on the issue under examination. Sources meet required criteria and are adequately chosen to provide substance and perspectives on the issue under examination. Sources meet required criteria but are poorly chosen to provide substance and perspectives on the issue under examination. Source selection and integration of knowledge from the course is clearly deficient. Mechanics and Writing 5 Points 4 Points 3 Points 1-2 Points Demonstrates college-level proficiency in organization, grammar and style. Project is clearly organized, well written, and in proper format as outlined in the assignment. Strong sentence and paragraph structure, contains no errors in grammar, spelling, Project is fairly well organized and written and is in proper format as outlined in the assignment. Reasonably good sentence and paragraph structure, may include a few Project is poorly organized and written and may not follow proper format as outlined in the assignment. Inconsistent to inadequate sentence and paragraph development, Project is not organized or well written and is not in proper format as outlined in the assignment. Poor quality work; unacceptable in terms of grammar, spelling, APA style, MGT521 Critical Thinking Writing Rubric - Module 03 APA style, or APA citations and references. minor errors in grammar, spelling, APA style, or APA citations and references. and/or includes numerous or major errors in grammar, spelling, APA style or APA citations and references. and APA citations and references. Total points possible = 100