1. University of Perpetual Help System Laguna
Master of Arts in Education
Administration and Supervision
TOPIC:
ORGANIZATIONAL DEVELOPMENT
2. ORGANIZATIONAL DEVELOPMENT
It is a set of social science techniques or interventions designed
to plan and implement change in work settings for the purposes of
enhancing the personal development of individuals and improving
the effectiveness of the organization.
3. What are some of the OD
techniques or interventions for
implementing change?
4. Total Quality Management (TMQ)
Is based on the assumption that people want to
do their best and that it is management’s job to
enable them to do so by constantly improving
the system in which they work.
5. TQM founder W. Edwards Deming have proved so
powerful that educators want to apply TQM to
schools. It provides a framework that can integrate
many positive developments in education:
• team teaching
• site-based management
• cooperative learning
• outcomes-based education
6. The framework for transforming
schools using Deming’s principles
follows:
Create Constancy of Purpose for
Improvement of Product and Services
The aims of the system must be to improve the
quality of education for all students.
7. Adopt the New Philosophy
Implementation of Deming’s second
principle requires a rethinking of the
school’s mission and priorities, with every
one in agreement on them.
8. Cease Dependence on Inspection to
Achieve Quality
According to Deming, it always costs
more to fix a problem than to prevent
one. Reliance on remediation can be
avoided if proper intervention occurs
during initial instruction.
9. End the Practice of Awarding
Business on the Basis of Price Alone
Schools need to move toward a single
supplier for any one time and develop
long-term relationships of loyalty and trust
with that supplier.
10. Improve Constantly and Forever Every Activity in
the Company, to Improve Quality and Productivity
- The focus of improvement efforts in education, under Deming’s
approach, are on teaching and learning process.
- The best strategies must be attempted, evaluated, and refined as
needed.
- Educators must redesign the system to provide for a broad
range of people-handicapped, learning-disabled, at-risk, special
needs students-and find ways to make them all successful in
school.
11. Institute Training on the Job
Training of educators is needed in three areas:
(1) there must be training in the new teaching
and learning process; (2) training must be
provided in the use of new assessment
strategies; (3) there must be training in the
principles of the new management system.
12. Institute Leadership
Deming asserts that the primary task of
leaderships is to narrow the amount of
variation within the system, bringing everyone
toward the goal of perfection.
13. Drive Out Fear
•A basic assumption of TQM is that people want
to do their best.
•Do not blame individuals for failures. If quality
is absent, the fault is in the system, says Deming.
•It is management’s job to enable people to do
their best by constantly improving the system in
which the work.
14. Breakdown Barriers Among Staff Areas
This principle applies to interdisciplinary
instruction, team teaching, writing across the
curriculum and transfer of learning.
Collaboration needs to exist among members
of the learning organization so that total quality
can be maximized.
15. Eliminate Slogans Exhortations, and
Targets That Demand Zero Defects and
New Levels of Productivity
This offends rather than inspires the team. It
creates adversarial relationships because the many
causes of low-quality and low productivity in
schools are due to the system and not the staff.
The system itself may need to be changed.
16. Eliminate Numerical Quotas for the Staff and Goals for
Management
• There are many practices in education that constrain our ability
to tap intrinsic motivation and falsely assume the benefits of
extrinsic rewards.
• These Deming refers to as forces of instruction. Such
approaches are counterproductive for several reasons: setting
goals leads to marginal performance, merit pay destroys
teamwork, and appraisal of individual performance nourishes
fear and increases variability in desired performances.
17. Remove Barriers That Rob People of
Pride of Workmanship
Most people want to do a good job. Effective
communication and the elimination of
“demotivators” – such as lack of involvement,
poor information, the annual or merit rating,
and supervisors who don’t care - are critical.
18. Institute a Vigorous Program of
Education and Retraining of Everyone
The principal and staff must be retrained in
new methods of school management, including
group dynamics, consensus building, and
collaborative styles of decision making.
19. Put Everyone in the Organization to Work to
Accomplish the Transformation
•The School Board and superintendent must have a
clear plan of action to carry out the quality
mission.
•The quality mission must be internalized by all
members of the school organization.
•The transformation is everybody’s job.
20. The Four Pillars of Total Quality
a. The organization must focus, first and foremost, on its
suppliers and customers.
b. Everyone in the organization must be dedicated to
continual improvement, personally and collectively.
c. The organization must be viewed as a system, and the
work people do within the system must be seen as
ongoing processes.
d. The success of TMQ is the responsibility of top
management.
21. Strategic Planning
It typically follows seven steps, these are:
A. Develop a Mission
• A strategic plan must begin with a stated goal. Typically, goals
involve a school district’s outcomes and/or improve its
organizational culture.
22. B.1. Conduct a Critical Analysis of Internal Environment
By “internal environment,” we are referring to the nature of the organization itself.
It seeks to answer the questions:
(a) Does the organizational structure stimulate or inhibit goal achievement?
(b) Does the culture of the school district encourage personnel to be innovative and
to make positive changes, or does it encourage organization members to maintain
the status quo?
(c) Are organization members motivated sufficiency to strive for the realization of
school district goals?
(d) Is there adequate, effective leadership to move the school district forward?
(e) Do decision making practices encourage goal accomplishment? (f) Do people
communicate with each other clearly enough to accomplish their goals?
(g) Are organization members willing to change in order to improve school district
performance?
23. B.2. Conduct a Critical Analysis of External
Environment
- School districts (and schools) do not operate in
a vacuum. Rather, they function within external
environments.
- For example, local, state, and federal laws
impact the internal operation of school districts
(and schools).
24. Prepare Planning Assumption
To clearly understand the nature of your strategic plan, it is
important to highlight the assumptions underlying the plan:
(a) Is the planning process based on deliberate analyses or
based on intuition and informal knowledge?
(b) Is the strategic plan based on the assumption that radical
change is not possible, but desirable; or instead, will the plan
involve only minor incremental adjustments to the current
ways of operating?
(c) The strategic plan will be made primarily in the interest of
which stakeholder groups?
25. Develop a Strategy
A strategy is the means by which a school district achieves its goal.
Based on a careful assessment of the school district’s position on the
aforementioned factors or characteristics such as;
• The school district’s organizational structure
• Its culture
• Motivation of its members
• Leadership
• Decision making strategies used
• Communication
• Inclination toward change and
• Available resources
26. Communicate the Strategy
• The strategy must be communicated to stakeholders-
individuals or groups in whose interest a school district is run.
• It is essential to communicate a school district’s strategic plan
to stakeholders very clearly, so they can contribute to its
success, either directly (e.g., organization members who help
achieve goals) or indirectly (e.g., school board who set up
policy, taxpayers who provide local funds, as well as the state
and federal government)
27. Develop Evaluation Procedure
•Evaluation procedures need to be developed
prior to evaluating the results.
•These procedures will serve to guide the
implementation of the strategy and the
evaluation of the outcome.
28. Implement the Strategy
•Once a strategy has been developed and
communicated, the strategy is implemented.
When this occurs, there may be some
resistance since people tend to resist change.
School administrators need to apply various
techniques to overcome resistance to
change.
29. Evaluate the Results
•It is important to determine if the goals have
been achieved. If so, then new goals are
developed. If not, then different goals may be
defined.
30. Survey Feedback
•Is organizational approach to change that involves
collecting data from members of q work group or
whole organization, analyzing and summarizing the
data into an understandable form, feeding back the
data to those who generated it, and using the data to
diagnose problems and develop action plan for
problem solving.
31. The Six (6) Steps Involved In Survey Feedback
STEP 1: Preliminary Planning
• Organizational members at the top of the hierarchy are involved in
the preliminary planning.
• Surveys used in organizational change efforts are usually
constructed around theory model. This allows the user to rate
himself or the organization in terms of the theory.
• When the approach involves a theoretical model, commitment to
the model must be obtained.
32. STEP 2: Data Gathering
• A questionnaire is administered to all organizational
members.
• The questionnaire generally asks the respondents’
perceptions on such organizational areas as communications,
goal emphasis, leadership styles, decision making
coordination between departments and employee attitudes.
33. STEP 3: Leader Preparation
• Once the data have been obtained from the questionnaire, an
external or internal change agent helps school administrators
understand the data and instructs them on how to present
the data to the work group.
• Data are then fed back to the top administrative team and
down through the hierarchy in functional teams.
34. STEP 4: Feedback Meetings
• Each superior conducts group feedback meetings with his
subordinates in which the data are discussed and in which
subordinates are asked to help interpret the data, plans are
made for making constructive changes, and plans are made
for introducing the information at the next lower level of
subordinates.
35. STEP 5: Action Planning
• The fact that a discrepancy exists between the actual state of
the organization and the ideal theoretical model does not in
and of itself provide sufficient motivation to change.
Organizational members must be made aware of how the
change can be effected.
36. STEP 6: Monitoring and Evaluating
• The change agent helps organizational members develop skills
that are necessary to move the organization toward their goals.
• Some of these skills include listening, giving and receiving
personal feedback, general leadership techniques, problem
solving goal setting, and diagnosing group processes.
37. Job Enrichment
•Frederick Herzberg’s motivation-hygiene theory has
stimulated programs in job enrichment in many
organizations. Herzberg feels that the challenge to
organization is to emphasize motivation factors while
ensuring that the hygiene factors are present.
•It focuses on achieving or organizational change by
making jobs more meaningful, interesting, and
challenging.
38. Skill Variety
• Is the degree to which a job requires a variety of
different activities in carrying out the work, which
involves the use of a number of different skills and
talents of the employee.
Task Identity
• Is the degree to which a job requires completion of a
“whole” and identifiable piece of work-that is, doing a
job from beginning to end with a visible outcome.
39. Task Significance
• Is the degree to which the job provides substantial impact on the
lives of other people.
Autonomy
• Is the degree to which the job provides substantial freedom,
independence, and discretion to the individual in scheduling the
work and in determining the procedures to be used in doing the
work.
Job Feedback
• Is the degree to which carrying out the work activities required
by the job provides the individual with direction and clear
information about the effectiveness of his performance.
40. Laboratory Training
•It is also known as sensitivity training.
•Training has emerged as a widely used
organizational strategies aimed at individual change,
which generally takes place in small groups.
41. Goals of LT
• To increase understanding, insight, and self-awareness about
one’s own behavior and its impact on others, including the
ways in which others interpret one’s behavior.
• To increase understanding and sensitivity about the behavior
of others, including better interpretation of both verbal and
nonverbal cues, which increases awareness and understanding
of what the other person is thinking and feeling.
42. • To improve understanding and awareness of group and
intergroup processes, both those that facilitate and those that
inhibit group functioning.
• To improve diagnostic skills in interpersonal and intergroup
situations, which is attained by accomplishing the first three
objectives.
• To increase the ability to transform learning into action, so that
real-life interventions will be more successful in increasing
member effectiveness.
• To improve an individual’s ability to analyze her own
interpersonal behavior, as well as to learn how to help self and
others with whom she comes in contact to achieve more
satisfying, rewarding, and effective interpersonal relationships.
43. Design of LT
•Laboratory training groups typically consist of
ten to fifteen members and a professional trainer.
•The duration of sessions ranges from few days to
several weeks.
•The sessions are usually conducted away from the
organization.
44. •It stresses the process than the context of
training and focuses on attitudinal rather
than conceptual training.
•The trainer may structure the content of the
laboratory training by using a number of
exercises or management games or follow
an unstructured format in which the group
develops its own agenda.
45. Behavioral Performance Management
• Has its own roots which emphasizes the effect of
environmental influences on behavior.
• More recently, a social learning approach has been suggested
as a more comprehensive theoretical foundation for applying
behavior modification in organizations (BMO).
• BMO is the process of changing the behavior of an employee
by managing the consequences that follow his work behavior.
46. • Fred Luthans’s S-O-B-C provides a useful way of viewing
the behavior modification process.
Stimulus (S) – it includes internal and external factors,
mediated by learning, that determine employee behavior.
External factors include organizational structure and
organizational and administrative processes interacting with
the structure: decision making, control, communication,
power, and goal setting. Internal factors include planning,
personal goals, self-observation data, stimulus removal,
selective stimulus exposure, and self-contracts.
47. Organism (O)
• It refers to school employee.
• School employee can be thought of as consisting of cognitive and
psychological process.
Behavior (B)
• It includes verbal and nonverbal communication, actions, and the like.
• In schools we are specifically interested in work behaviors such as
performance, attendance promptness, participation in committees,
superordinate-subordinate relations, interaction among colleagues, or
leaving the organization.
48. Consequences (C)
•It refers to the consequences that result from
employee behavior.
•The study of behavioral consequences can help
improve the prediction and control of employee
behavior, but this is a very simplified generalization.
49. Contingencies of Reinforcement
• It shows the consequences that strengthen behavior are positive reinforcement and
negative reinforcement. The consequences that weaken behavior are extinction and
punishment.
• Positive Reinforcement
• It involves following a desired behavior with the application of a pleasant stimulus,
which should increase the probability of the desired behavior.
• Examples:
• Promotions
• Salary increases
• Merit raises
• Praise
• More desirable work assignment
• Awards
• Simply smiles
50. Negative Reinforcement
• Involves the removal of an unpleasant stimulus on the
appearance of a desired behavior, which should increase
the probability of that behavior.
Example:
• A football coach of a major university requires all football
players to attend an early Sunday morning practice
whenever their performance in a game falls below a
minimum level. The players strive for a high performance
level in the next game to avoid the unpleasant early
Sunday morning practice.
51. Extinction
• Involves removing a reinforcer that is maintaining some undesired behavior.
• If the behavior is not reinforced, it should gradually be extinguished.
Punishment
• Involves following an unwanted behavior with the application of some
unpleasant stimulus.
Examples:
• Oral reprimands
• Written warnings
• Suspensions
• Demotions
• Discharge
52. Steps in Organizational Behavior
Modification
Step 1: Identify Significant Performance-Related
Behaviors
•The principal and the teachers begin by identifying
and describing the changes they desire to make. The
analysis includes identification of significant
performance-related behaviors that can be observed,
counted, and specified precisely.
53. Step 2: Measure Performance-Related Behaviors
• Use tally sheets and time sampling to gather data.
• In school setting, select for assessment observed classroom
performance, work-assignment completions, participation
in committees, student achievement, advisement,
publications, absences, service to the community,
curriculum writing, and complaints.
• Establish some preliminary period of assessment as a
baseline.
54. Step 3: Analyze the antecedents and
Consequences of Behaviors
•The behavior to be changed is often influenced
by prior occurrences (antecedents) and has some
identifiable consequences.
Example:
A particular ineffective teacher may be a case for
study.
55. Step 4: Implement the Change Approach
•Use positive reinforcement, negative
reinforcement, extinction, and punishment to
change significant performance-related behaviors
of teachers or other employees.
56. Step 5: Evaluate Behavior Change
•Evaluate the effectiveness of behavior modification
in four areas, such as:
•Reaction to the teachers to the approach
•Learning of the concepts programmed
•Degree of behavior change that occurs
•Impact of behavior change on actual performance.
