8684792 od-interventions 2


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8684792 od-interventions 2

  2. 2. Definition of InterventionsAn intervention is a set of sequenced and planned actions or events intended to help the organization increase its effectiveness.Interventions purposely disrupt the status quo.
  3. 3. Characteristics of Effective Interventions► Is it relevant to the needs of the organization?  Valid information  Free and Informed Choice  Internal Commitment► Isit based on causal knowledge of intended outcomes?► Does it transfer competence to manage change to organization members?
  4. 4. The Design of Effective Interventions►Contingencies Related to the Change Situation► Readiness for Change► Capability to Change► Cultural Context► Capabilities of the Change Agent
  5. 5. Contd…………..► Contingencies Related to the Target of Change  Strategic Issues  Technology and structure issues  Human resources issues  Human process issues
  6. 6. Intervention Overview►Human Process Interventions►Techno structural Interventions►Human Resources Management Interventions►Strategic Interventions
  7. 7. Human Process Interventions► Coaching► Training and Development► Process Consultation and Team Building► Third-party Interventions (Conflict Resolution)► Organization Confrontation Meeting► Intergroup Relationships► Large-group Interventions
  8. 8. Techno structural Interventions►Structural Design►Downsizing►Reengineering►Employee Involvement► Work Design
  9. 9. Human Resources Management Interventions► Goal Setting► Performance Appraisal► Reward Systems► Career Planning and Development► Managing Work Force Diversity► Employee Stress and Wellness
  10. 10. Strategic Interventions► Integrated Strategic Change► Mergers and Acquisitions► Alliances and Networks► Culture Change► Self-designing Organizations► Organization Learning and Knowledge Management
  11. 11. ►InterpersonalInterventions
  12. 12. What are T-Groups?► T-groups (“T” for training) are unstructured small- group situations in which participants learn from their own actions► T-groups evolved from the laboratory training research of Kurt Lewin (1945)► T-groups focus on the what, how and why of interpersonal communication.► T-groups are used by consultants to help managers learn about the effects of their behavior on others
  13. 13. Goals of T-groups► Increased understanding about one’s own behavior► Increased understanding about the behavior of others► Better understanding of group process► Increased interpersonal diagnostic skills► Increased ability to transform learning into action► Improvement in the ability to analyze one’s own behavior
  14. 14. Sensitivity training► Aimis to: (1) encourage participants to recognize the effects of their behavior on others (e.g. by developing good observation and listening skills) (2) get participants to know themselves (e.g. by asking others for feedback) and to share aspects of themselves to others (self-disclosure)
  15. 15. Diagnostic skills► Encourage participants to perceive accurately relationships between each other► The focus is on recording/observing who is taking an active role in the discussion (and who is not and WHY)► How satisfied do participants feel in the group discussion?
  16. 16. Group action skills► Encourage participants to select and act out (role play) behaviors required by the situation – to learn from the experience► Aim is to support coaching/counseling skills► Common interventions are role plays, team building meetings, adventure games
  17. 17. Johari Window► Technique for illustrating the quality of interpersonal communication – identifiers a person’s interpersonal style of communication► Process consultants use the model to help people process data about themselves in terms of how they see themselves and how others see them► Interpersonal communication judged more effective when there is fit (congruence) between how we see ourselves (private face) and how others see us (public face).
  18. 18. Johari Window► Unknown to Others Known to others Hidden Open Known to Self Spot Window Unknown Blind Unknown Window Spot to Self
  19. 19. Improving Communications Using the Johari Window Known to OthersUnknown toOthersReduce Hidden OpenArea Through WindowDisclosure toothers Known to Self Reduce Blind spot through feedback from Unknown others to Self
  20. 20. Process ConsultationAn OD method that helps managers andemployers improve the processes that areused in organizations Outside consultant: Enters organization Defines the relationship Chooses an approach Gathers data Diagnoses problem Intervenes Leaves organization
  21. 21. Process Consultation► In process consultation, the consultant observes individuals and groups in action – helping them learn to diagnose and solve their own problems► Often used in conjunction with teambuilding, self-directed work teams, quality circles, and other interpersonal interventions
  22. 22. Process Consultation: How is it Done?► Consultant observes the communication processes between individuals and workgroups► Interventions used such as listening, probing, questioning, clarifying, reflecting, synthesizing and summarising
  23. 23. Process Consultation: Key Questions► • How well do group members seek and give information? Ask questions? Summarize? Listen to others?► • How well do group members perform ‘group maintenance roles’ such as compromising? Harmonizing? Supporting?► • How well do group members solve problems? Make decisions?► • How well do group members deal with power and authority issues?► • How well do group members exercise leadership?
  24. 24. Third Party Peace Making► Intermediaries (or "third parties") are people, organizations, or nations who enter a conflict to try to help the parties de-escalate or resolve it.
  25. 25. WALTON’S APPROACH TO THIRD PARTY PEACEMAKING► Walton has presented a statement of theory and practice for third-party peace making interventions that is important in its own right and important for its role in organization development.
  26. 26. WALTON’S MODEL IS BASED ON FOUR ELEMENTS The conflict issues. Precipitating circumstances. Conflict relevant acts. The consequences of the conflict.
  27. 27. SOURCES OF CONFLICT Sustentative issues. Emotional issues.
  28. 28. WALTON’S HAS OUTLINED THE INGREDIENTS OF A PRODUCTIVE CONFRONTATION Mutual positive motivation. Balance of power. Synchronization of confrontation efforts. Differentiation and integration of different phases of the intervention must be well paced. Conditions that promote openness should be created. Reliable communicative signals. Optimum tension in the situation .
  29. 29. ORGANIZATION MIRROR INTERVENTION Itis a technique designed to work units feedback on how other elements of organization view them. Designed to improve relationships between teams.
  30. 30. What is a “confrontation meeting?”► One day meeting of entire management of an organization in which they take a reading of their own organizational health► Organizational confrontation meeting: brings together all of the managers of an organization to meet to confront the issue of whether the organization is effectively meeting its goals
  31. 31. Process1. Climate setting 45-60 min.2. Information Collecting 60 min.3. Information Sharing 60 min4. Priority setting and group action planning 75 min.5. Action Planning 60-120 minutes6. Immediate follow-up by top team 60-180 min.7. (Four-six weeks later) Progress review 120 minutes
  32. 32. When is it appropriate to conduct a confrontation meeting?► Need for the total management group to examine its own workings► Very limited time available for the activity► Top management wishes to improve conditions quickly► Enough cohesion in the top team to ensure follow- up► Real commitment by top management to resolve the issue► Organization is experiencing , or has recently experienced, some major change
  33. 33. Coaching & MentoringThe main reasons why organizations need coaching andmentoring activities are as follows: To maximize knowledge transfer To increase the skill levels For succession planning
  34. 34. Contd…….. To maximize knowledge transfer Coaching & Mentoring provides a learning channel that effectively transfers knowledge within the organization Critical knowledge is maintained in the organization Contextual learning is evident
  35. 35. Contd……. To increase skill levels The coaches and mentors can very effectively transfer core skills Customization of skills in relation to the core activities of the business is retained Cross training of staff can be achieved
  36. 36. Contd…. For succession planning The ability for the organization to identify ‘fast track’ candidates and prepare them for new jobs is enhanced by coaching & mentoring Coaching & Mentoring can ensure continuity of performance when key staff leave the organization because core skills have been transferred
  37. 37. Beneficiaries of Coaching & Mentoring The Coach / Mentor The Employee The Department The Organization
  38. 38. Benefits to The Coach / Mentor Benefits to the Coach / Mentor can be described as: Job Satisfaction Further development of own skill level Involvement in strategic activity
  39. 39. What does a mentor actually do?► Encourage► Convey sincere belief in protégé ability to succeed► Give advice► Give constructive feedback► Give formal and informal instruction (technical, clinical, political)► Introduce to colleagues, etc.► Provide opportunities for protégé to demonstrate his/her skills
  40. 40. Contd….► Serve as career and lifestyle role model► Attend meetings, conferences, and other events together► Provide observation experience► Provide role-playing experience► Exchange/discuss ideas► Co-authoring► Challenge protégé to and assist with career planning and development; emphasis on planning!
  41. 41. Contd..► Review resumes, cover letters► Provide sense of direction/focus► Help in problem solving► Practice communication/interpersonal skills► Assist in career planning► Help set goals
  42. 42. What about mentees?► Potential to succeed► Capacity for self-disclosure► Willing to learn► Confident to try new things► Communicate well► Trust others► Ambitious► Internal focus of control► High job investment► Values relationships► Sees relationship between personal and professional growth► Active learner► Focused► Learn from, but not have to please the mentor► Knows limits/ when to get help► Ethical► Takes initiative► Goal oriented► Organization/ time management skills► Open minded
  43. 43. What Coaching and Mentoring Are• Coaching is a core competency necessary for knowledge transfer Mentoring is a two-way process of dialogue and planning – People helping each other to find their way on the job, in the organization and over a lifetime
  44. 44. ► Both require . . . . . .►► observation, dialogue, and agreement. . . . . targeted at building individual and team capabilities. . . . . .to foster continuous improvement in organizations.
  45. 45. STRATEGIC IMPORTANCE OF COACHING AND MENTORINGCoaching and mentoring as knowledge transfer: Everyone has unique knowledge to exchange with others Insist on the discipline of a 50/50 split in time
  46. 46. Structural interventions► Socio technical systems (STS).► Self-managed teams.► Work redesign.► Management by objectives (MBO).► Quality circles.► Quality of work life projects (QWL).► Parallel learning structures (or collateral organizations).► Physical settings.► Total quality management (TQM).► Reengineering.► Large-scale systems change.
  47. 47. Socio technical Systems (STS)► Largely associated with experiments that emerged under the auspices of the Travistock Institute in Great Britain.► Efforts generally attempted to create a better “fit” among the technology, structure, and social interaction of a particular production unit in a mine, factory, or office.► Two basic premises:  Effective work systems must jointly optimize the relationship between their social and technical parts.  Such systems must effectively managed the boundary separating and relating them to the environment.  Highly participative among stakeholders: Employees, engineers, staff experts, and managers.  Feature the formation of autonomous work groups (i.e. self-managed).  Theory suggested that effectiveness, efficiency, and morale will be enhanced.
  48. 48. Self-Managed Teams► Problems in implementation:  What to do with the first-line supervisors who are no longer needed as supervisors.  Managers that are now one level above the teams will likely oversee the activities of several teams, and their roles will change to emphasize planning, expediting, and coordinating.► Theyneed considerable training to acquire skills in group leadership and ability to delegate; skills to have participative meetings, planning, quality control, budgeting, etc.
  49. 49. Work Redesign► Hackman and Oldham – theoretical model of what job characteristics lead to the psychological states that produce what they call ‘high internal work motivation.’► Model approach has the characteristics of OD; use of diagnosis, participation, and feedback.► Model suggested that organizations analyze jobs using the five core job characteristics; then redesign of group work: skill variety, task identity, task significance, autonomy, feedback from job.
  50. 50. MBO and Appraisal► Management by objective (MBO) programs evolve from a collaborative organization diagnosis and are systems of joint target setting and performance review designed to increase a focus on objectives and to increase frequency of problem solving discussions between supervisors and subordinates and within work teams.► MBO programs are unilateral, autocratic mechanisms designed to force compliance with a superior’s directives and reinforce a one-on-one leadership mode.
  51. 51. Quality Circles► The concept is a form of group problem solving and goal setting with a primary focus on maintaining and enhancing product quality.► Extensively used in Japan.► Quality circles consist of a group of 7 – 10 employees from a unit; who have volunteered to meet together regularly to analyze and make proposals about product quality and other problems.► Morale and job satisfaction among participants were reported to have increased.► Quality circles contributes toward total quality management.
  52. 52. Quality of Work Life (QWL)► Organizational improvement efforts.  Attempt to restructure multiple dimensions of the organization.  To institute a mechanism which introduces and sustains changes over time.► Anincrease in participation by employees and increase in problem solving between the union and management.
  53. 53. Parallel Learning Structures► Consists of a steering committee and a number of working groups that:  Study what changes are needed in the organization,  Make recommendations for improvement, and  Then monitor the resulting change efforts.
  54. 54. Physical Setting and OD► Physical settings are an important part of organization culture that work groups should learn to diagnose and manage, and about which top management needs input in designing plants and buildings.► Sometime, physical setting were found to interfere with effective group and organizational functioning.► Examples: A personnel director having a secretary share the same office; resulting lack of privacy and typewriter noise, thus adversely affect the productivity of the director.► Management encouraged group decision making, yet providing no space for more than 6 people to meet at one time.
  55. 55. Total Quality Management (TQM)► Also called continuous quality improvement.► A combination of a number of organization improvement techniques and approaches, including the use of quality circles, statistical quality control, statistical process control, self-managed teams and task forces, and extensive use of employee participation.► Features that characterize TQM:  Primary emphasis on customers.  Daily operational use of the concept of internal customers.  An emphasis on measurement using both statistical quality control and statistical process control techniques.  Competitive benchmarking.  Continuous search for sources of defects with a goal of eliminating them entirely.  Participative management.  An emphasis on teams and teamwork.  A major emphasis on continuous learning.  Top management support on an ongoing basis.
  56. 56. Reengineering► Definition – the fundamental rethinking and radical redesign of business processes to achieve dramatic improvements in critical, contemporary measures of performance, such as cost, quality, service, and speed.► Reengineering focuses on visualizing and streamlining any or all business processes in the organization.► Reengineering seeks to make such processes more efficient by combining, eliminating, or restructuring activities without regard to present hierarchical or control procedures.► Reengineering is a top-down process; assumes neither an upward flow of involvement nor that consensus decision making.
  57. 57. Self-Design Strategy► It is a “learning model” to help organization develop “the build-in capacity to transform themselves to achieve high performance in today’s competitive and changing environment.► Basic components:  An educational component consisting of readings, presentations, visits to other companies, and attendance at conferences.  Clarification of the values that will guide the design process.  Diagnosis of the current state of the organization using the values as template.  Changes are then designed and implemented in an interactive manner.
  58. 58. Large-Scale Systems Change and Organizational Transformation► Large-scale systems change; mean organizational change that is massive in terms of the number of organizational units involved, the number of people affected, the number of organizational subsystems altered, and/or the depth of the cultural change involved.  Example: a major restructuring with objectives including a reduction in hierarchical levels from 8 to 4.► Organizational transformation; second-order change – requires a multiplicity of interventions and takes place over a fairly long period of time (5-year plan).
  59. 59. Do’s Of OD InterventionsInform in advance of the nature ofthe intervention and the natureof their involvement.OD effort has to be connected toother parts of the organization.Directed by appropriate managers.Based on accurate diagnosis .
  60. 60. Contd….►commitment to OD at all stages.►Evaluation is the key to success.►Show employees how the OD effort relates to the organizations goals and overriding mission.