OD

(1)

ORGANIZATIONAL

DEVELOPMENT

(2)

Understanding OD

 

Definitions

 

History



(3)

What is OD?



Essar Group- Institutionalizing a Coaching

Culture



(4)

Definitions

(5)

Definitions



 OD is an effort 1) planned, 2) organization wide & 3)OD is an effort 1) planned, 2) organization wide & 3)

managed from the top to,

managed from the top to, 4) increase organization4) increase organization effectivenes

effectiveness and health through 5) s and health through 5) planned interventions inplanned interventions in the organization‟s “processes”, using

the organization‟s “processes”, using behavioral–behavioral–sciencescience knowledge (Beckhard, 1969)

knowledge (Beckhard, 1969)



 O.D may be defined as a O.D may be defined as a systematic, intesystematic, integrated and plannedgrated and planned

approach to improve the effectiveness of an enterprise. It is approach to improve the effectiveness of an enterprise. It is designed to solve problems that adversely affect the

designed to solve problems that adversely affect the operational efficiency at all levels (Koontz,1980)

operational efficiency at all levels (Koontz,1980)



 OD is a planned process of change in an organization‟sOD is a planned process of change in an organization‟s

culture through the utilization of

culture through the utilization of behavioral sciencebehavioral science technologies, research and theory (Burke, 1994) technologies, research and theory (Burke, 1994)

(6)

Definition

Definition –

– French & Bell (Pg 26-29)

French & Bell (Pg 26-29)



OD is a

long-term effort

,,

led & supported by top

management

, to improve the organization‟s

visioning

,,

empowerment

,,

learning

and

problem-

solving

process, through an

on-going,

collaborative management of organization

culture

–

– with special emphasis on the culture of

with special emphasis on the culture of

intact work teams & other team configurations

–

using the

consultant-facilitator

role & the

theory

and technology of applied behavioral science

,,

including

(7)

Characteristics of OD



Focuses on culture & processes



Encourages collaboration between leaders & other

employees in managing culture & processes



Teams are the target of most

Teams are the target of most OD activities

OD activities



Focuses on the Human & Social side of

Focuses on the Human & Social side of orgn

orgn



Participation in problem solving & decision making

by all levels



Views organizations as complex social systems



Its goals is to make the orgn s

Its goals is to make the orgn solve its own problems

olve its own problems

through self-analysis



Developmental view for betterment of both

individuals & the orgn

(8)

History

(9)

The 4 Stems of OD (Old)

Innovation in Innovation in application of application of Laboratory Training Laboratory Training Survey Research Survey Research and Feedback and Feedback Methodology Methodology Tavistock Tavistock Sociotechnical and Sociotechnical and Socioclinical Approach Socioclinical Approach Action Action Research Research

(10)

1. The Laboratory Training System

T GROUP

_–

Learn from their own interactions Learn from their own interactions



 A small, unstructured group in A small, unstructured group in which participants which participants learn from theilearn from their ownr own interactions & evolving dynamics about issues such as

interactions & evolving dynamics about issues such as interpersonalinterpersonal relations, personal growth, leadership & group dynamics

relations, personal growth, leadership & group dynamics



 Founded by Research Centre for Group Dynamics (RCGD) in 1945 Founded by Research Centre for Group Dynamics (RCGD) in 1945 byby

Kurt Lewin Kurt Lewin



 Later contribution by Kurt Lewin, Kenneth Benne and Later contribution by Kurt Lewin, Kenneth Benne and Leland Bradford.Leland Bradford.

(leaders of learning group) (leaders of learning group)



 Added methods like role-plays and flip Added methods like role-plays and flip chartscharts



 Evolved into NTL –Evolved into NTL – National Training LaboratoryNational Training Laboratory



(11)

Psychodrama Exercises - Imagery



 Exercise 1: "Imagine a person with whom you have someExercise 1: "Imagine a person with whom you have some

unfinished business. If you remember two flip a coin in your unfinished business. If you remember two flip a coin in your mind to pick one." Help any group member who is having mind to pick one." Help any group member who is having difficulty identifying someone. "Imagine yourself facing that difficulty identifying someone. "Imagine yourself facing that person. Notice the shape of their

person. Notice the shape of their face, their expressionface, their expression, their , their posture, what they are wearing, etc. (go

posture, what they are wearing, etc. (go through the fivethrough the five senses to set the scene). Talk to

senses to set the scene). Talk to that person or allow them tothat person or allow them to talk to you."

talk to you."



 Exercise 2:Pictures at an Exhibition "Allow a memorableExercise 2:Pictures at an Exhibition "Allow a memorable

portrait to come in to your mind. Let it emerge on the wall of portrait to come in to your mind. Let it emerge on the wall of your mind. What are you feeling as

your mind. What are you feeling as it is emerging? Who is init is emerging? Who is in it? What kind of frame does it have? Is your place in the

it? What kind of frame does it have? Is your place in the picture or outside of it? As

picture or outside of it? As it becomes clearer what kind of it becomes clearer what kind of feelings are you having? Role reverse and

feelings are you having? Role reverse and speak for eachspeak for each person in the portrait. Choose group

person in the portrait. Choose group members to representmembers to represent the people in your portrait and arrange them. What would you the people in your portrait and arrange them. What would you like to change in your

(12)

Psychodrama Exercises - Structured



 Action Spectrogram: "Arrange Action Spectrogram: "Arrange yourself across yourself across the room inthe room in

terms of how into the treatment program (this group) you are terms of how into the treatment program (this group) you are now with this wall representing being very into it and this

now with this wall representing being very into it and this opposite one representing being very much out of

opposite one representing being very much out of thethe program (or group)." Allow each member

program (or group)." Allow each member take a position andtake a position and state the reason for their choice of

state the reason for their choice of position. Observeposition. Observe commonalities and themes.

commonalities and themes.



 Human Map: "Rearrange yourselves spatially around theHuman Map: "Rearrange yourselves spatially around the

room to show where you were born. This way is North, this room to show where you were born. This way is North, this way South, and East, and West. Talk with each

way South, and East, and West. Talk with each other to findother to find your right place. Now move to where you were before you your right place. Now move to where you were before you arrived here." The director now can

arrived here." The director now can work with one specificwork with one specific person and let them tell how they got to where they are now. person and let them tell how they got to where they are now. Questions like "what significant things are happening there," Questions like "what significant things are happening there," or "what are you feeling like there," or "who did you leave or "what are you feeling like there," or "who did you leave behind" can lead into a psychodramatic enactment.

(13)

Contributio

Contributions in

ns in Laboratory training system

Laboratory training system

ROBERT TANNENBAUM



 Took sessions on team buildingTook sessions on team building



 Used vertically structured groups i.e. with all managersUsed vertically structured groups i.e. with all managers

of a given work unit present for personal and of a given work unit present for personal and organisational topics

organisational topics

CHRIS ARGYRIS



 First to conduct team building sessions for CEO and TopFirst to conduct team building sessions for CEO and Top

executive teams. executive teams.



 Worked with renowned members of National TrainingWorked with renowned members of National Training

Laboratory (NTL) and himself contributed to laboratory Laboratory (NTL) and himself contributed to laboratory training

(14)

Contributio

Contributions in

ns in Laboratory training system

Laboratory training system

DOUGLAS MCGREGOR



 Helped in Helped in application application of of T-Group T-Group skills skills to to complexcomplex

organisations. organisations.



 Used behavioural science knowledge to help lineUsed behavioural science knowledge to help line

managers be more effective in groups.. managers be more effective in groups..

HERBERT SHEPARD & ROBERT BLAKE



 Used a combination of the case method, exrecises &Used a combination of the case method, exrecises &

lectures with the lab method lectures with the lab method



 Focused on inter-group as well as interpersonal relationsFocused on inter-group as well as interpersonal relations

e.g. inter-functional problem solving e.g. inter-functional problem solving



(15)

Contributio

Contributions in

ns in Laboratory training system

Laboratory training system

ROBERT BLAKE & JANE MOUTON



 Developed the Managerial GridDeveloped the Managerial Grid



 Focused on system rather than individuals withinFocused on system rather than individuals within

tehsystem tehsystem

(16)

2. Survey Research & Feedback Stem



 Techniques and approach developed by staff members at theTechniques and approach developed by staff members at the

Survey Research Center of the University of Michigan over a Survey Research Center of the University of Michigan over a period of years.

period of years.



 They discovered that research needed to be closely linked toThey discovered that research needed to be closely linked to

action if the organization members were to use

action if the organization members were to use it to manageit to manage change

change



 A key component of most A key component of most action research action research was studies wwas studies wasas

the systematic collection of survey data that was fed back to the systematic collection of survey data that was fed back to the client organization

the client organization



 The findings are first reported to The findings are first reported to top management & thentop management & then

communica

communicated through ted through the organizationthe organization



 The feedback sessions were conducted in task groups withThe feedback sessions were conducted in task groups with

bosses & subordinates discussing the data together bosses & subordinates discussing the data together

(17)

Contributors

RENSIS LIKERT



Techniques for the measurement of attitudes.



(18)

Contributors

FLOYD MANN, RENSIS LIKERT



Evolution of the survey-feedba

Evolution of the

survey-feedback

ck

methodology



Change occurred when managers shared

survey results with subordinates and planned

improvement actions with them

(19)

3. Action Research Stem

Preliminary Diagnosis Preliminary Diagnosis Data Gathering from Data Gathering from

client client Data feedback to Data feedback to the client the client Data Exploration Data Exploration Action Plan

Action Planning byning by client group client group

(20)

4. Sociotechnical & Socioclinical stem



Provided psychotherapy based on psychoanalytic

theory



Integrates social requirements of employees with

technical requirements needed to do work in

provided environment

Contributors



 W R Bion, John Rickman W R Bion, John Rickman

o

o Group therapyGroup therapy

o

o Experiment on soldiersExperiment on soldiers



 Eric Trist Eric Trist

o

o Coal mineCoal mine – – where he applied the concept of leaderless groups &where he applied the concept of leaderless groups &

encouraged miners to form teams and run all processes rather than encouraged miners to form teams and run all processes rather than the traditional assembly

the traditional assembly – –line structureline structure

o

o Work redesign & semi autonomous work teamsWork redesign & semi autonomous work teams



 Tavistock Tavistock

o

o Included the non executive ranks of orgn, with greater focus onIncluded the non executive ranks of orgn, with greater focus on

teams teams

Use of action research & greater participation Use of action research & greater participation

(21)

The 5 Stems of OD (New)

C C U U R R R R E E N N T T O O D D P P R R A A C C T T I I C C E E TODA TODAYY Laboratory Training Laboratory Training

Action Research/ Survey Feedback Action Research/ Survey Feedback

Normative Approaches Normative Approaches

Quality of Work Life Quality of Work Life

Strategic Change Strategic Change

(22)

Second Generation of OD

1.

Interest in Organizational Transformation

2.

Interest in Organizational Culture

3.

Interest in Learning Organizations

4.

Intensified interest in teams

5.

TQM

6.

Interest in visioning

7.

Large Meetings

8.

Quality of work life programmes

9.

Valuing Diversity

10.

(23)

Assumption

&

Values in OD

(24)

Underlying Assumptions



 The basic building blocks of orgns are groups, therefore theThe basic building blocks of orgns are groups, therefore the

basic units of change are groups, not individuals basic units of change are groups, not individuals



 Orgns can benefit from Orgns can benefit from reducing inappropriate competitionreducing inappropriate competition

between parts of an organization &

between parts of an organization & developideveloping moreng more collaborative conditions

collaborative conditions



 Decision making in healthy organizations is located whereDecision making in healthy organizations is located where

the information sources are, rather than in

the information sources are, rather than in a particular role/a particular role/ hierarchy

hierarchy



 Orgns/ depts & individuals, manage their affairs against goalsOrgns/ depts & individuals, manage their affairs against goals



 Healthy orgns develop open Healthy orgns develop open communicacommunication, mutual trust tion, mutual trust &&

confidence between & across levels confidence between & across levels



 People support what they help createPeople support what they help create – – people must bepeople must be

allowed to participate in planning & driving change to build a allowed to participate in planning & driving change to build a sense of ownership

(25)

Underlying Values



 Individual is and should be more independent andIndividual is and should be more independent and

autonomous. autonomous.



 Individual has and should have choice with regard to his workIndividual has and should have choice with regard to his work

and leisure. and leisure.



 Once the basic needs are met, Individuals strive for realizingOnce the basic needs are met, Individuals strive for realizing

self worth and their potential self worth and their potential



 Where individual needs are in conflict with organizationalWhere individual needs are in conflict with organizational

requirements, individual perhaps would choose to meet his requirements, individual perhaps would choose to meet his own needs rather than submerge them

own needs rather than submerge them in organization‟in organization‟ss needs.

needs.



 Work should be made meaningful and stimulating thusWork should be made meaningful and stimulating thus

providing for intrinsic rewards in addition to adequate providing for intrinsic rewards in addition to adequate extrinsic rewards.

extrinsic rewards.



 Managers should manage by influence than through force or Managers should manage by influence than through force or

reward power. The power vested in bosses is and should be reward power. The power vested in bosses is and should be reduced

(26)

Implications in dealing with Individuals

Assuming

Assuming that a) pe

that a) people drive

ople drive towards

towards

personal growth & development, if provided

with an environment that is supportive &

challenging & b) can contribute much more

than orgns environments permit, then:



Orgns need to support, challenge, listen, give

greater autonomy, permit greater risks &

failures and reward success for much higher

results

(27)

Implications in dealing with

Implications in dealing with Groups

Groups

Assuming

Assuming that a) p

that a) people‟s im

eople‟s immediate wo

mediate work

rk

group i.e. peers & boss, greatly influence

feelings of satisfaction & competence b) most

people wish to interact with &

people wish to interact with & be accepted by

be accepted by

their reference groups then:



Orgns must a) let teams flourish b) leaders

should invest in group development &

creating a positive climate c) leaders must

develop a team leadership style not a

one-on-one style

(28)

Implications for running the Orgn

Assuming

Assuming that need

that needs & aspirati

s & aspirations of h

ons of human

uman

beings are the reasons for organized effort in

society then:



Orgns must have an developmental outlook &

help people experience personal &

profession

(29)

Salient issues in OD



 The OD effort should begin at the top level of theThe OD effort should begin at the top level of the

management and permeate the organization till it reaches the management and permeate the organization till it reaches the lower levels.

lower levels.



 The external consultant helps in problem identification,The external consultant helps in problem identification,

problem solving and implementing action plan without problem solving and implementing action plan without

creating dependency needs in the client system. In other creating dependency needs in the client system. In other words, the external agent helps the client to help himself so words, the external agent helps the client to help himself so that the latter develops ability to function independently

that the latter develops ability to function independently



 The client is either a particular target group or the totalThe client is either a particular target group or the total

organization. Either of them as the client system has varying organization. Either of them as the client system has varying implicati

implications for OD ons for OD effort.effort.



 Identifying the needed change depends upon determining theIdentifying the needed change depends upon determining the

nature and type of

nature and type of the problem within the organization. Thisthe problem within the organization. This may be done in terms of diagnostic studies that also tap the may be done in terms of diagnostic studies that also tap the felt needs among employees

(30)

Salient issues in OD



 Identifying and defining the problem as accurately asIdentifying and defining the problem as accurately as

possible is a must as it determines the rest of the activity possible is a must as it determines the rest of the activity

such as the appropriate intervention techniques, support from such as the appropriate intervention techniques, support from the client group and evaluation of

the client group and evaluation of the effectiveness of ODthe effectiveness of OD effort

effort



 The change may occur in individual behaviour, organizationalThe change may occur in individual behaviour, organizational

behaviour or both. Some of

behaviour or both. Some of the intervention techniques arethe intervention techniques are applied at individual level, and the others at the

applied at individual level, and the others at the organizational level.

organizational level.



 While the earlier approaches have concentrated on individualWhile the earlier approaches have concentrated on individual

changes, the present trend

changes, the present trend emphasizeemphasizes on s on the holisticthe holistic approach of dealing with groups or teams

approach of dealing with groups or teams



 However, there is no one However, there is no one best way to intervene. Hence,best way to intervene. Hence,

intervention techniques appropriate to problems at

intervention techniques appropriate to problems at handhand should be employed

(31)

Theories of Planned

Change

(32)

Effective Management of Change



 ‘An effective manager...:‘An effective manager...: anticipatesanticipates the need for changethe need for change

as opposed to reacting after the event to

as opposed to reacting after the event to the emergency;the emergency; diagnoses

diagnoses the nature of change that is required andthe nature of change that is required and carefully considers a number of

carefully considers a number of alternativesalternatives that mightthat might improve organisational functioning, as opposed to taking improve organisational functioning, as opposed to taking the fastest way to escape the problem; and

the fastest way to escape the problem; and manages themanages the

change process over a period of time

change process over a period of time so that it isso that it is

effective and accepted as opposed to lurching from one effective and accepted as opposed to lurching from one

crisis to another.’ crisis to another.’

(Pugh, D. (1993).

(Pugh, D. (1993). Understanding and managing change. In Maybey, C. and MUnderstanding and managing change. In Maybey, C. and M ayon-White,ayon-White, B. (Eds.)

(33)

Lewin‟s Change Model

UNFREEZING UNFREEZING

Resistance to change lessened, Resistance to change lessened,

need for change

need for change createdcreated (Equilibrium disturbed) (Equilibrium disturbed)

MOVING MOVING

From old beh

From old behaviouraviour to the new

to the new (Changes (Changes)) REFREEZING REFREEZING Change made Change made permanent permanent

(34)

Lewin‟s Change Model

Stage 1:Unfreezing



„Shaking up‟



Disconfirmation of old ways of doing things



Questioning & challenging of established wisdom



Arouse dissatisfaction with

Arouse dissatisfaction with the current state.

the current state.



Activate and strengthen

Activate and strengthen top management support.

top management support.



Use participation in decision making.



(35)

Lewin‟s Change Model

Stage 2: Moving/ Changing



Making the actual changes to move to the

Making the actual changes to move to the new state

new state

of existence



Includes the development of new

Includes the development of new strategies,

strategies,

structures, systems & responsibilities and the

shedding of old ones



Establish goals



Institute smaller, acceptable changes that reinforce

and support change



Develop management structures for change



(36)

Lewin‟s Change Model

Stage 3: Refreezing



 Stabilizing, institutionalizing the changes.Stabilizing, institutionalizing the changes.



 Making sure the organisation doesn't go backwards to the oldMaking sure the organisation doesn't go backwards to the old

state state



 Reinforcement of the changes through symbols, such asReinforcement of the changes through symbols, such as

changed logos, dress, building design, structures changed logos, dress, building design, structures



 Build success experiences.Build success experiences.



 Reward desired Reward desired behaviour.behaviour.



 Develop structures to institutionalize the change.Develop structures to institutionalize the change.



 Make change workMake change work



 The term “ReThe term “Re--freezing” may not be appropriate in an era of freezing” may not be appropriate in an era of

continuous change, so maybe this stage involves something continuous change, so maybe this stage involves something more like stabilising.

(37)

Phase 1 Phase 1 Phase 2 Phase 2 Phase 7 Phase 7 Phase 6 Phase 6 Phase 5 Phase 5 Phase 4 Phase 4 Phase 3 Phase 3

Developing a need for change. Developing a need for change.

Establishing the change relationship. Establishing the change relationship.

Diagnosing the client

Diagnosing the client system’system’s s problem.problem.

Examining alternative routes, establishing goals Examining alternative routes, establishing goals and intentions of action.

and intentions of action. T

Transforming intentions into actual ransforming intentions into actual change efforts.change efforts. Stabilizing change.

Stabilizing change.

Achieving a terminal relationship. Achieving a terminal relationship.

Later Ronald Lippitt, Jeanne Watson and

Later Ronald Lippitt, Jeanne Watson and Bruce Westley expanded this Bruce Westley expanded this

model into

(38)

Action Res

Action Research Model

earch Model

Feedback to Client Feedback to Client

Data gathering after Data gathering after

action action Problem Identification

Problem Identification

Joint action planning Joint action planning Consultation with a

Consultation with a behavioral scientist behavioral scientist

Data gathering & Data gathering & preliminary diagnosis preliminary diagnosis Joint diagnosis Joint diagnosis Action Action

(39)

The Positive Model

Initiate the Inquiry

Inquire into Best Practices

Discover the themes

Envision a preferred Future

Design and Deliver

(40)

The Burke-Litwin Model of Organizational Change

Change Change

First order

First order change (Tchange (Transactional change)ransactional change) Second order

Second order change (Transchange (Transformational change)formational change)

OD interventions that are directed towards structure, OD interventions that are directed towards structure,

management practices, and systems (policies &

procedures) result in first order

procedures) result in first order change.change.

OD interventions that are directed towards mission and OD interventions that are directed towards mission and strategy, leadership, and organization culture result in strategy, leadership, and organization culture result in second order change.

(41)

Transformational Transformational factors factors Transactional Transactional factors factors

The Burke-Litwin Model of Organizational Change

(42)

OD interventions alter features of the

OD interventions alter features of the work settingwork setting causingcausing changes in

changes in individuals’individuals’ behaviors, behaviors, which which in in turn turn lead lead toto individual and organizational improvements.

individual and organizational improvements.

Work setting factors Work setting factors

Organizing arrangements Organizing arrangements Social factors Social factors Physical setting Physical setting Technology Technology 1 1 2 2 3 3 4 4

Porras & Robertson Model of Organizational Change

(43)

Organizing arrangements Organizing arrangements

Goals, strategies, structure,

policies, procedures

Social Factors Social Factors

Culture, management style,

informal networks, informal networks, individual attributes individual attributes Physical Settings Physical Settings Space configuration, Space configuration, physical ambiance physical ambiance Technology Technology

Machinery, tools, IT, job

design

Porras & Robertson Model of Org

(44)

Systems Theory



 Organizations are open systemsOrganizations are open systems



 All open systems are inpu All open systems are input-throughput-output mecht-throughput-output mechanismsanisms



 Inputs: information, money, people, raw material , etc.Inputs: information, money, people, raw material , etc.



 Throughput: Working on the inputs through conversion process thatThroughput: Working on the inputs through conversion process that

transform the inputs transform the inputs



 Output: performance, the end product exported to Output: performance, the end product exported to the environmentthe environment



 Every system has a boundary, but in open systems these areEvery system has a boundary, but in open systems these are

permeable i.e. they permit the exchange of info/ r

permeable i.e. they permit the exchange of info/ resources &esources & energy between the system & the environment

energy between the system & the environment



 Therefore any change within the organization or in Therefore any change within the organization or in itsits

environment will impact the entire

environment will impact the entire system.system.



 Thus when a change is desired, it is essential to consider Thus when a change is desired, it is essential to consider

every element in the system & ensure alignment of all every element in the system & ensure alignment of all elements

(45)

Systems Theory

Organizations are

Organizations are open systemsopen systems in active exchange within active exchange with their environment their environment T T h h e e C C o o n n g g r r u u e e n n c c e e M M o o d d e e l l

(46)

Systems Theory

Sociotechnical Systems Theory (STS) Sociotechnical Systems Theory (STS)

All organizations comprised of tw

All organizations comprised of two interdependento interdependent systems: systems: 1. Social system 1. Social system 2. Technical system 2. Technical system

To achieve high productivity and employee satisfaction, To achieve high productivity and employee satisfaction, organizations must optimize both systems.

organizations must optimize both systems. Changes in one system affect

(47)

ADKAR C

ADKAR Change Mod

hange Model

el



A

wareness of the need for change



D

esire to make the change happen



K

nowledge about how to change



A

bility to implement new skills and behaviours



R

einforcement to retain the change once it

has been made

(48)

ADKAR C

ADKAR Change Mod

hange Model in Action

el in Action

Post Implementation Post Implementation

Implementation Implementation

Concept and Design Concept and Design

Business Need Business Need

A

Awarenesswareness DDesireesire KKnowledgenowledge AAbilitybility RReinforcementeinforcement

Phases of Change for Employees Phases of Change for Employees

P P h h a a s s e e s s o o f f a a C C h h a a n n g g e e P P r r o o j j e e c c t t Successf Successf ul ul Change Change

(49)

ADKAR



 Awareness Awareness of the need for change.of the need for change.



 What is the nature of the change?What is the nature of the change? 

 Why is the change happening?Why is the change happening? 

 What is the risk of not What is the risk of not changing?changing? 

 Desire Desire to support the change.to support the change.



 Personal motivation to support the changePersonal motivation to support the change 

 Organizational drivers to support the Organizational drivers to support the changechange



 Knowledge Knowledge on how to change.on how to change.



 Knowledge, skills and behaviors required during and after the changeKnowledge, skills and behaviors required during and after the change 

 Understanding how to changeUnderstanding how to change 

 Ability Ability to implement new skills.to implement new skills.



 Demonstrated ability to implement the changeDemonstrated ability to implement the change 

 Barriers that may inhibit implementing the changeBarriers that may inhibit implementing the change 

 Reinforcement Reinforcement to sustain the change.to sustain the change.



 Mechanisms to keep the change in placeMechanisms to keep the change in place 

(50)

Exercise: Applying ADKAR



Group 1: You wish to introduce a new

Software system in your college to allow all

students & their parents to

students & their parents to see curriculum/

see curriculum/

marks/ assignments etc. Management thinks

it‟s a waste of money.



Group

Group 2:

2: You

You wish

wish to

to introduce

introduce 2

2 new

new HR

HR

subjects for additional learning. The

management sees this as extra burden on

finances.

(51)

General Model of Planned Change

Evaluating Evaluating and and Institutionalizing Institutionalizing Change Change Planning Planning and and Implementing Implementing Change Change Diagnosing Diagnosing Entering Entering and and Contracting Contracting

(52)

Action Re

(53)

ORGANIZATIONAL

DIAGNOSES

(54)

Diagnoses Using Open Systems

Characteristics Of Open Systems



All open systems are inp

All open systems are input-throughput-output

ut-throughput-output

mechanisms



 Inputs: informationInputs: information, money, people, raw material , , money, people, raw material , etc.etc. 

 Throughput: Working on the Throughput: Working on the inputs through conversioninputs through conversion

process that transform the inputs process that transform the inputs



 Output: performanceOutput: performance, the end , the end product exported to theproduct exported to the

environment environment



Boundaries:



 Defining boundaries is difficult due to continuous inflow &Defining boundaries is difficult due to continuous inflow &

outflow outflow



 Open systems have multiple sub-systems. As an ODOpen systems have multiple sub-systems. As an OD

consultant the boundaries for diagnosis keep changing consultant the boundaries for diagnosis keep changing

(55)

Diagnoses Using Open Systems

Characteristics Of Open Systems



 FeedbackFeedback



 All information is not feedback All information is not feedback



 Only info used to control the Only info used to control the future functioning of the orgn isfuture functioning of the orgn is

considered feedback considered feedback



 Feedback helps to diagnose the current state and those aspects thatFeedback helps to diagnose the current state and those aspects that

are required to change are required to change



 Equifinality:Equifinality:



 In closed system s, there is In closed system s, there is a direct cause effect relationship betweena direct cause effect relationship between

initial condition & final output initial condition & final output



 In open systemIn open systems similar s similar output may be output may be achieved achieved with different with different initialinitial

conditions and by using different methods conditions and by using different methods



(56)

Diagnoses Using Open Systems

Characteristics Of Open Systems



Alignment



 A system‟ A system‟s s effectiveneseffectiveness depends on s depends on the degree tothe degree to

which the different sub-systems are aligned with each which the different sub-systems are aligned with each other

other



 Therefore the OD consultant needs to look at Therefore the OD consultant needs to look at the wholethe whole

system system

(57)

Levels of Diagnosis



At an Overall Organizati

At an Overall Organization Level i.e.

on Level i.e. Company

Company

strategy, structure & process



At the level of business units, divisions,

At the level of bu

siness units, divisions, subsidiary

subsidiary

companies



At a departmental level



(58)

Organization Level Diagnosis Using Open

Systems Method



 The key The key is to is to know for what know for what to look to look for at each for at each level.level.



 Organization Organization Design Design Group Group Design Design Job Job DesignDesign



 The degree of alignment among the The degree of alignment among the different elements willdifferent elements will

impact the effectiveness of the organization's current

impact the effectiveness of the organization's current strategystrategy Levels of Diagnosis

Levels of Diagnosis



 Organization Level: Ask questions around:Organization Level: Ask questions around:



 Input: General Environment, Industry StructureInput: General Environment, Industry Structure



 Design Components: Strategy, Structure, Technology, HR Systems,Design Components: Strategy, Structure, Technology, HR Systems,

Measurement Systems, Culture Measurement Systems, Culture



 Output: Organization Effectiveness i.e. Performnace, Productivity,Output: Organization Effectiveness i.e. Performnace, Productivity,

Share price, etc. Share price, etc.

(59)

Organization Level Diagnosis Using Open

Systems Method (Contd.)



 Group Level : Ask questions around:Group Level : Ask questions around:



 Input: Organization DesignInput: Organization Design



 Design Components: Task Structure, Goal Clarity, Team Design Components: Task Structure, Goal Clarity, Team functioning,functioning,

Performance Norms, Group Compositions Performance Norms, Group Compositions



 Output: Team Effectiveness i.e. Quality of work life, team performanceOutput: Team Effectiveness i.e. Quality of work life, team performance



 Individual Level: Ask questions around:Individual Level: Ask questions around:



 Input: Organization Design, Group Design, Personal CharacteristicsInput: Organization Design, Group Design, Personal Characteristics



 Design Components: Task Identify, Skill Design Components: Task Identify, Skill variety, Autonomy, Feedbackvariety, Autonomy, Feedback

on results, Task significance on results, Task significance



 Output: Individual Effectiveness i.e. Job satisfaction, performance,Output: Individual Effectiveness i.e. Job satisfaction, performance,

absenteeism, personal development, etc. absenteeism, personal development, etc.

(60)

Diagnosis

Diagnosis –

– The Six-Box Model

The Six-Box Model

Leadership Leadership Purposes Purposes Relationships Relationships Helpful Helpful Mechanisms

Mechanisms RewardsRewards

Structure

Marvin

Marvin WeisbordWeisbord identifies six critical identifies six critical areas where things areas where things must go right if must go right if organisation is to be organisation is to be successful. According successful. According to him, the consultant to him, the consultant must attend to both must attend to both formal

formal andand informalinformal

aspects of each box. aspects of each box.

(61)

Data Collection Methods

 

Questionnaire

 

Interviews

 

Observation



(62)

1. Questionnaires



 Could use standardized tools which provide more valid andCould use standardized tools which provide more valid and

reliable data reliable data



 Or customized instruments designed by a consultant for aOr customized instruments designed by a consultant for a

specific client specific client

Advantage Advantages:s:

•• Responses are easily quantified &Responses are easily quantified & summarized

summarized

•• Easy to use with large samplesEasy to use with large samples •• Relatively inexpensiveRelatively inexpensive

•• Can obtain large volume of dataCan obtain large volume of data

Disadvantages: Disadvantages:

•• Non-empathic & impersonalNon-empathic & impersonal – – may not get honest responses may not get honest responses •• Predetermined questions mayPredetermined questions may

lead to missing out of some lead to missing out of some important issues

important issues

•• Over interpretation of data -Over interpretation of data -•• Response biasResponse bias – – tendency totendency to

answer question sin a socially answer question sin a socially acceptable manner

(63)

2. Interviews



 Could be unstructured, using broad questions about organizationalCould be unstructured, using broad questions about organizational

functioning as a whole functioning as a whole



 Could be highly structured, using guided questions which are Could be highly structured, using guided questions which are very specificvery specific



 Could be individual or Could be individual or group interviews. A popular type of group interviewgroup interviews. A popular type of group interview

is the

is the focus group focus group or or sensing meeting sensing meeting _–_– whch is used to understand awhch is used to understand a particular issue in greater depth

particular issue in greater depth

Advantages Advantages::

•• Allows data collection Allows data collection on a rangeon a range of issues

of issues – – can adapt your can adapt your interview

interview, as it , as it throws up new throws up new datadata •• Source of rich dataSource of rich data

•• Empathetic- people open upEmpathetic- people open up

•• Can build rapport with client orgnCan build rapport with client orgn

•• ExpensiveExpensive

•• Bias in interviewer responsesBias in interviewer responses •• Take time to conduct andTake time to conduct and

analyze the data analyze the data

•• Biases of self-reporting-Biases of

self-reporting-person may say things that he person may say things that he may not really believe in, but may not really believe in, but feels are socially acceptable feels are socially acceptable

(64)

3. Observations



 A direct way of collecti A direct way of collecting data is by obng data is by observing organizserving organizationalational

behaviours in their functional settings behaviours in their functional settings



 Can be done by walking through, becoming a part of a workCan be done by walking through, becoming a part of a work

team or may use videos or tapes. team or may use videos or tapes.

Advantages Advantages::

•• Collects actual data Collects actual data on behavior,on behavior, rather than reports

rather than reports of behavior,of behavior, therefore not colored by

therefore not colored by perceptions

perceptions

•• Real-time, not retrospective-Real-time, not retrospective-describes

describes bahvior bahvior occurring occurring in in thethe present, rather than the past

present, rather than the past

•• Adaptive Adaptive – – consultant can modifyconsultant can modify what

what he he chooses chooses to to observeobserve

•• Coding & interpretationCoding & interpretation difficulty

difficulty

•• Sampling inconsistenciesSampling inconsistencies – – should be representative of the should be representative of the study group- not skewed

study group- not skewed towards any sub-group towards any sub-group •• Observer bias andObserver bias and

questionable reliability

questionable reliability – – hehe needs to be trained & skilled needs to be trained & skilled Expensive

(65)

4. Unobtrusive measures



 Data not collected directly from respondents, but fromData not collected directly from respondents, but from

secondary sources like company records & reports e.g. secondary sources like company records & reports e.g. attrition, productivity, profitability, processes, etc.

attrition, productivity, profitability, processes, etc. Advantage

Advantages:s:

•• An objective view of An objective view of organizationalorganizational functioning

functioning

•• No response biasNo response bias •• Easily quantifiedEasily quantified

•• Access & retrieval Access & retrieval difficultiesdifficulties •• Validity concernsValidity concerns – – whenwhen

systems / procedures change, systems / procedures change, same data may be collected same data may be collected differently e.g. productivity differently e.g. productivity

improvements may be shown, improvements may be shown, when the method for

when the method for measuring changes measuring changes •• Coding & interpretationCoding & interpretation

difficulty difficulty

(66)

Techniques for Analyzing Data

QUALITATIVE TECHNIQUES



Content

Content Analysis:

Analysis: Identifying

Identifying recurring

recurring themes

themes in

in

the data



Force Field Analysis: Involves listing all the forces

promoting the change & those resisting it and then

identifying the most powerful among both

categories, through a ranking or rating system.

(67)

Force

(68)

Techniques for Analyzing Data

QUANTITATIVE TECHNIQUES



Means, Standard Deviations & Frequency

Distribution



Scattergrams & Correlations



Difference tests: Used to compare the sample group

against a standard norms

(69)

OD

INTERVENTIONS

(70)

Types of Interventions

Human Process Human Process Interventions Interventions   CoachingCoaching 

 Training & DevTraining & Dev



ProcessProcess

Consultation Consultation



ThirdThird – – PartyParty

Intervention Intervention



Team BuildingTeam Building

Technostructural Technostructural Interventions Interventions



 Structural DesignStructural Design

  DownsizingDownsizing   ReengineeringReengineering HR Mgmt. HR Mgmt. Interventions Interventions 

 Goal SettingGoal Setting



 PerformancePerformance

Appraisal Appraisal



 Reward SystemsReward Systems

Strategic Strategic Interventions Interventions   IntegratedIntegrated Strategic Change Strategic Change 

 Merges &Merges &

Acquisitions Acquisitions   AlliancesAlliances   NetworksNetworks 

Culture ChangeCulture Change



 Self DesigningSelf Designing

Orgns Orgns



 Orgn Learning &Orgn Learning &

Knowledge Mgmt. Knowledge Mgmt.

(71)

COACHING

(72)

Climate of trust Climate of trust Inspiring workplace Inspiring workplace Delighted stakeholders Delighted stakeholders A sense of pride A sense of pride Coaching is a process Coaching is a process where leaders help others where leaders help others to develop their capacity to to develop their capacity to learn, perform and create learn, perform and create the future they truly the future they truly desire.

desire.

The Preferred Future The Preferred Future

Help others Help others to develop to develop and and grow grow Increase Increase our our effectiveness effectiveness as a leader as a leader Building the Building the community community of leaders of leaders

(73)

Principles of Coaching



A

A coach

coach does

does not

not give

give solutions

solutions to

to the

the

coachee



It is the coachee and not the coach who does

most of the work in coaching



The coachee must be given a trusting,

conducive and warm environment where he or

she can speak his /her mind freely



(74)



 Topic of discussionTopic of discussion



 Specific objectivesSpecific objectives



Set long term aimsSet long term aims



 Invite self Invite self

assessment



 Offer specificOffer specific

examples for examples for feedback feedback   Avoid/checkAvoid/check assumptions assumptions 

Discard irrelevantDiscard irrelevant

history



 Cover the full range of Cover the full range of

options



Invite suggestions fromInvite suggestions from

coachee



Commit to actionCommit to action



Identify possibleIdentify possible

obstacles



Make steps specificMake steps specific

and define training



(75)

GROW Model

Step 1: GOAL Step 1: GOAL



 Agree the focus and specific objectives Agree the focus and specific objectives for the conversationfor the conversation

Step 2: REALITY Step 2: REALITY



 What is current situationWhat is current situation



 What has contributed to current situationWhat has contributed to current situation

Step 3: OPTIONS Step 3: OPTIONS



 Explore possible solutions or next steps.Explore possible solutions or next steps.



 Potential road blocks and unintended consequencesPotential road blocks and unintended consequences



 What additional resources or assistance would be requiredWhat additional resources or assistance would be required

Step 4: WRAP UP Step 4: WRAP UP



 What are they going to doWhat are they going to do



 Get a commitment to action from the mentee.Get a commitment to action from the mentee.



 Plan for possible obstacles.Plan for possible obstacles.

75 75

(76)

PROCESS INTERVENTIONS

(77)

What is Process Consultation?



Deals primarily with interpersonal & group

processes



It attempts to describe, how organizational

members interact with each other



May address issues of how people

communicate, how they take decisions, what

norms are developed, how authority is used in

the group, etc.

(78)

Types of Process Interventions

Individual Interventions



May use psychological tests, feedback after

meetings, etc.



Feedback is aimed at increasing individual

awareness of how their behavior affects others



(79)

Types of Process Interventions

Group Interventions



 Aimed at addressing process Aimed at addressing process, content or stru, content or structure of groupcture of group



 Process interventions: sensitize the group to its own internalProcess interventions: sensitize the group to its own internal

processes;

processes; how they wohow they work together, rk together, intra group intra group relationships, relationships, howhow problems

problems are addressed are addressed and and decisions decisions are taken, are taken, etc.etc.



 Content interventions: help the group determine what they will workContent interventions: help the group determine what they will work

on. It includes goal setting & review processes, how new learning is on. It includes goal setting & review processes, how new learning is incorporated in an on-going manner, etc.

incorporated in an on-going manner, etc.



 Structural Interventions: Looks at inputs required, resources available,Structural Interventions: Looks at inputs required, resources available,

OD

ORGANIZATIONAL

ORGANIZATIONAL

DEVELOPMENT

Contents

Contents

Understanding OD

Understanding OD

Definitions

Definitions

History

History

What is OD?

What is OD?

Essar Group- Institutionalizing a Coaching

Essar Group- Institutionalizing a Coaching

Culture

Culture

Definitions

Definitions

Definitions

Definition

Definition –

– French & Bell (Pg 26-29)

French & Bell (Pg 26-29)

OD is a

OD is a

long-term effort

long-term effort

,,

led & supported by top

led & supported by top

management

management

, to improve the organization‟s

, to improve the organization‟s

visioning

visioning

,,

empowerment

empowerment

,,

learning

learning

and

and

problem-

problem-

solving

solving

process, through an

process, through an

on-going,

on-going,

collaborative management of organization

collaborative management of organization

culture

culture

–

– with special emphasis on the culture of

with special emphasis on the culture of

intact work teams & other team configurations

intact work teams & other team configurations

–

–

using the

using the

consultant-facilitator

consultant-facilitator

role & the

role & the

theory

theory

and technology of applied behavioral science

and technology of applied behavioral science

,,

including

Characteristics of OD

Characteristics of OD

Focuses on culture & processes

_–

_–