This document provides an overview of a conceptual model for managed culture change. It describes Lewin's three stage model of change (unfreezing, learning new concepts, internalizing new concepts) and elaborates on how unfreezing involves creating disconfirmation, survival anxiety, and psychological safety. It explains that survival anxiety alone is not enough to motivate change and that learning anxiety must be reduced by increasing psychological safety. Key aspects of creating psychological safety are providing a compelling vision of the future state, formal training, involving learners, informal coaching, managing information flow, rewarding change behavior, and rebuilding self-esteem and trust. The model aims to ensure survival anxiety is greater than learning anxiety to drive organizational change that may involve cultural shifts
FALL 2016 WORK & Society Discussion assignment SECTION A Part .docxssuser454af01
FALL 2016 WORK & Society Discussion assignment
SECTION A Part 1 of 2
You will discuss your recommendations for a change in organizational culture in one of two organizations: you have been assigned to discuss the Secret Service (SS) READ the
Secret Service article: http://www.nytimes.com/2015/01/15/us/politics/secret-service-reshuffling-follows-scandals.html?_r=0
Directions: Answer questions 1 & 2. Be specific paying particular attention to pp. 116 & 117 in the Schein article (below). Label answers 1&2 with SS on the subject line, as you are assigned.
1) Select a level of culture (either artifacts, espoused values or basic assumptions) and briefly describe how it is currently manifested in the organization. What should this level look like after a culture change?
2) Using either socialization by a dominant subculture or leader intervention, what steps should be used to change the culture? In other words, selecting one of these two methods, what would you recommendation happen to change the culture?
{pp. 116 & 117} of Schein Article (Organizational Culture by Edgar H. Schein
nsions have been made, and some preliminary support for the above hypotheses has been forthcoming (Feldman, 1976, 1988; G. R. Jones, 1986). Insofar as cultural evolution is a function of innovative and creative efforts on the part of new members, this line of investigation is especially important. Cultural Dynamics: Natural Evolution Every group and organization is an open system that exists in multiple environments. Changes in the environment will produce stresses and strains inside the group, forcing new learning and adaptation. At the same time, new members coming into the group will bring in new beliefs and assumptions that will influence currently held as- sumptions. To some degree, then, there is constant pres- sure on any given culture to evolve and grow. But just as individuals do not easily give up the elements of their identity or their defense mechanisms, so groups do not easily give up some of their basic underlying assumptions merely because external events or new members discon- firm them. An illustration of "forced" evolution can be seen in the case of the aerospace company that prided itself on its high level of trust in its employees, which was reflected in flexible working hours, systems of self-monitoring and self-control, and the absence of time clocks. When a number of other companies in the industry were discov- ered to have overcharged their government clients, the government legislated a system of controls for all of its contractors, forcing this company to install time clocks and other control mechanisms that undermined the cli- mate of trust that had been built up over 30 years. It remains to be seen whether the company's basic assump- tion that people can be trusted will gradually change or whether the company will find a way to discount the el- 116 February 1990 • American Psychologist
fects of an artifact that is in fundamental c ...
Diversity and Inclusion as a prerequisite for a company’s success?????? Fortmann
Diversity and inclusion are essential for business success. When a company experiences changes in its environment, it progresses through four evolutionary stages: (1) individuals generate diverse ideas to adapt, (2) cooperation emerges around a shared vision, (3) the best solutions are selected, and (4) the new approach is reinforced. For this process to work, the company culture must cultivate psychological and cultural inclusion to allow diversity to provide valuable feedback for structural changes. Management should appreciate differences and involve employees in decision-making to maintain a productive and innovative environment.
Executives regularly complain that their staff don't think or act strategically. We examine three reasons why this may occur - and what you can do about it.
IDS 401 Milestone Four Guidelines and Rubric
Analyzing an Issue or Event in Globalization through the Lenses
of the Natural and Applied Sciences and the Social Sciences
Overview
For the first part of your final project, the critical analysis portfolio, you will select a specific issue or event in globalization and critically analyze it through the
four general education lenses: history, humanities, social sciences, and natural and applied sciences. By viewing the issue or event through these lenses, you will
gain insight into how the interconnected nature of globalization affects society as well as both your own individual framework of perception and the choices,
attitudes, and behaviors of others in the world around you.
For this fourth milestone, due in Module Six, you will analyze your issue or event in globalization through the lenses of the natural and applied sciences and the
social sciences. Like Milestone Two, this task provides you with an opportunity to dive deeper into your analysis of the issuer or event through these two lenses.
Prompt
First, review your work in Modules Five and Six as well as the Four Lenses document from Module One.
Next, analyze your popular-culture artifact through the natural and applied sciences by exploring the following questions:
How does this issue or event provide a social commentary through the natural and applied sciences?
In what ways can science help resolve or enhance your issue or event?
Next, analyze your popular-culture artifact through the lens of the social sciences, and address the following:
How does this issue or event interact with the social sciences lens and impact social issues?
In what ways does the Social Science lens help articulate a deeper understanding of the social issue(s) that inform your issue or event?
This milestone provides you with a chance to practice analyzing your issue or event through these lenses and receive feedback on this practice attempt.
Note: You are completing two separate analyses: one from the natural and applied sciences and one from the social sciences. You must submit two papers in a
single Word document.
1
Be sure to use evidence from research to support your analysis. Refer to course resources, the LibGuide for this course, as well as any other pertinent resources
to support your responses. Relevant current news sources may be used with instructor approval. Incorporate instructor feedback into your final project.
The following critical elements must be addressed:
I. Lens Analysis: In this section of your assignment, you will analyze your issue or event through two of the four general education lenses.
A. Analyze your issue or event through the lens of the natural and applied sciences for determining its impact on various institutions. Utilize
evidence from research to support your analysis.
B. Analyze your issue or event through the ...
The beer game - a production distribution simulationTristan Wiggill
A presentation by Michael D. Ford CFPIM, CSCP, CQA, CRE, CQE, Principal, TQM Works Consulting, USA delivered during the 38th annual SAPICS event for supply chain professionals in Sun City, South Africa.
The Beer Game was developed by Jay Forrester at MIT’s Sloan business school in the early 1960s. It is a simple yet realistic simulator of the supply chain and is used as a teaching tool for systems dynamics. It has been played all over the world by thousands of people ranging from high school students to chief executive officers and government officials. Each participant plays a role in the production and distribution of a product, in this case “beer”.
Action research is an iterative process for organizational improvement that involves planning, action, and evaluation. It aims to address problems through a collaborative process between consultants and the client system. Key aspects include gathering data, providing feedback, jointly planning actions, implementing changes, and assessing results to continually refine interventions and drive further improvement. The goal is to equip organizations with tools for ongoing self-analysis and renewal.
Organisational Development InterventionsGheethu Joy
There are three main types of organizational development interventions: individual, group, and organizational. The document outlines several examples of interventions for each type. An effective OD intervention process involves entering and contracting, diagnosis, designing the intervention, leading and managing change, and evaluating and institutionalizing the changes. Interventions can be categorized into four buckets: human process, strategic, human resource management, and technostructural. Organizations should be able to identify the need for interventions early to address issues with minimal effort before they escalate.
FALL 2016 WORK & Society Discussion assignment SECTION A Part .docxssuser454af01
FALL 2016 WORK & Society Discussion assignment
SECTION A Part 1 of 2
You will discuss your recommendations for a change in organizational culture in one of two organizations: you have been assigned to discuss the Secret Service (SS) READ the
Secret Service article: http://www.nytimes.com/2015/01/15/us/politics/secret-service-reshuffling-follows-scandals.html?_r=0
Directions: Answer questions 1 & 2. Be specific paying particular attention to pp. 116 & 117 in the Schein article (below). Label answers 1&2 with SS on the subject line, as you are assigned.
1) Select a level of culture (either artifacts, espoused values or basic assumptions) and briefly describe how it is currently manifested in the organization. What should this level look like after a culture change?
2) Using either socialization by a dominant subculture or leader intervention, what steps should be used to change the culture? In other words, selecting one of these two methods, what would you recommendation happen to change the culture?
{pp. 116 & 117} of Schein Article (Organizational Culture by Edgar H. Schein
nsions have been made, and some preliminary support for the above hypotheses has been forthcoming (Feldman, 1976, 1988; G. R. Jones, 1986). Insofar as cultural evolution is a function of innovative and creative efforts on the part of new members, this line of investigation is especially important. Cultural Dynamics: Natural Evolution Every group and organization is an open system that exists in multiple environments. Changes in the environment will produce stresses and strains inside the group, forcing new learning and adaptation. At the same time, new members coming into the group will bring in new beliefs and assumptions that will influence currently held as- sumptions. To some degree, then, there is constant pres- sure on any given culture to evolve and grow. But just as individuals do not easily give up the elements of their identity or their defense mechanisms, so groups do not easily give up some of their basic underlying assumptions merely because external events or new members discon- firm them. An illustration of "forced" evolution can be seen in the case of the aerospace company that prided itself on its high level of trust in its employees, which was reflected in flexible working hours, systems of self-monitoring and self-control, and the absence of time clocks. When a number of other companies in the industry were discov- ered to have overcharged their government clients, the government legislated a system of controls for all of its contractors, forcing this company to install time clocks and other control mechanisms that undermined the cli- mate of trust that had been built up over 30 years. It remains to be seen whether the company's basic assump- tion that people can be trusted will gradually change or whether the company will find a way to discount the el- 116 February 1990 • American Psychologist
fects of an artifact that is in fundamental c ...
Diversity and Inclusion as a prerequisite for a company’s success?????? Fortmann
Diversity and inclusion are essential for business success. When a company experiences changes in its environment, it progresses through four evolutionary stages: (1) individuals generate diverse ideas to adapt, (2) cooperation emerges around a shared vision, (3) the best solutions are selected, and (4) the new approach is reinforced. For this process to work, the company culture must cultivate psychological and cultural inclusion to allow diversity to provide valuable feedback for structural changes. Management should appreciate differences and involve employees in decision-making to maintain a productive and innovative environment.
Executives regularly complain that their staff don't think or act strategically. We examine three reasons why this may occur - and what you can do about it.
IDS 401 Milestone Four Guidelines and Rubric
Analyzing an Issue or Event in Globalization through the Lenses
of the Natural and Applied Sciences and the Social Sciences
Overview
For the first part of your final project, the critical analysis portfolio, you will select a specific issue or event in globalization and critically analyze it through the
four general education lenses: history, humanities, social sciences, and natural and applied sciences. By viewing the issue or event through these lenses, you will
gain insight into how the interconnected nature of globalization affects society as well as both your own individual framework of perception and the choices,
attitudes, and behaviors of others in the world around you.
For this fourth milestone, due in Module Six, you will analyze your issue or event in globalization through the lenses of the natural and applied sciences and the
social sciences. Like Milestone Two, this task provides you with an opportunity to dive deeper into your analysis of the issuer or event through these two lenses.
Prompt
First, review your work in Modules Five and Six as well as the Four Lenses document from Module One.
Next, analyze your popular-culture artifact through the natural and applied sciences by exploring the following questions:
How does this issue or event provide a social commentary through the natural and applied sciences?
In what ways can science help resolve or enhance your issue or event?
Next, analyze your popular-culture artifact through the lens of the social sciences, and address the following:
How does this issue or event interact with the social sciences lens and impact social issues?
In what ways does the Social Science lens help articulate a deeper understanding of the social issue(s) that inform your issue or event?
This milestone provides you with a chance to practice analyzing your issue or event through these lenses and receive feedback on this practice attempt.
Note: You are completing two separate analyses: one from the natural and applied sciences and one from the social sciences. You must submit two papers in a
single Word document.
1
Be sure to use evidence from research to support your analysis. Refer to course resources, the LibGuide for this course, as well as any other pertinent resources
to support your responses. Relevant current news sources may be used with instructor approval. Incorporate instructor feedback into your final project.
The following critical elements must be addressed:
I. Lens Analysis: In this section of your assignment, you will analyze your issue or event through two of the four general education lenses.
A. Analyze your issue or event through the lens of the natural and applied sciences for determining its impact on various institutions. Utilize
evidence from research to support your analysis.
B. Analyze your issue or event through the ...
The beer game - a production distribution simulationTristan Wiggill
A presentation by Michael D. Ford CFPIM, CSCP, CQA, CRE, CQE, Principal, TQM Works Consulting, USA delivered during the 38th annual SAPICS event for supply chain professionals in Sun City, South Africa.
The Beer Game was developed by Jay Forrester at MIT’s Sloan business school in the early 1960s. It is a simple yet realistic simulator of the supply chain and is used as a teaching tool for systems dynamics. It has been played all over the world by thousands of people ranging from high school students to chief executive officers and government officials. Each participant plays a role in the production and distribution of a product, in this case “beer”.
Action research is an iterative process for organizational improvement that involves planning, action, and evaluation. It aims to address problems through a collaborative process between consultants and the client system. Key aspects include gathering data, providing feedback, jointly planning actions, implementing changes, and assessing results to continually refine interventions and drive further improvement. The goal is to equip organizations with tools for ongoing self-analysis and renewal.
Organisational Development InterventionsGheethu Joy
There are three main types of organizational development interventions: individual, group, and organizational. The document outlines several examples of interventions for each type. An effective OD intervention process involves entering and contracting, diagnosis, designing the intervention, leading and managing change, and evaluating and institutionalizing the changes. Interventions can be categorized into four buckets: human process, strategic, human resource management, and technostructural. Organizations should be able to identify the need for interventions early to address issues with minimal effort before they escalate.
The document discusses culture change and transformation within an organization. It defines culture as shared beliefs, values and assumptions of a group. It identifies three levels of culture - artifacts, espoused values, and underlying assumptions. True culture transformation requires changes to the group's basic assumptions. The process involves unfreezing old assumptions, learning new concepts, and refreezing with internalized new assumptions. Elements of a successful culture transformation include defining goals, identifying restraining current cultural aspects, determining an ideal future state, creating a change plan, and engaging people through cultural change teams in an ongoing looped process.
To create a learning organization, leaders must shift their mindset from seeing the organization as separate from the world to being connected to the world. A learning organization facilitates the continuous learning of its members and transformation of the organization. It develops in response to business pressures and allows organizations to remain competitive. Key aspects of a learning organization include systems thinking, personal mastery, shared vision, mental models, and team learning. Building a learning organization requires a supportive learning environment, concrete learning processes, and leadership that reinforces learning.
Developing a quality culture presentation [autosaved]Yomna Motea
The document discusses techniques for creating a quality culture within an organization. It recommends providing quality goals and measurements at all levels, demonstrating leadership commitment to quality from upper management, empowering employees through self-development opportunities, inspiring action through employee participation, and recognizing and rewarding quality performance. The overall goal is to continuously reinforce the priority of quality throughout the organization.
The document discusses organizational learning theory and its main concepts. Organizational learning theory states that in order to remain competitive, organizations must learn to change their goals and actions in response to a changing environment. Learning occurs when an organization consciously decides to change actions based on changes in circumstances and links actions to outcomes. Initial individual learning only becomes organizational learning when it is shared, stored in organizational memory, transmitted, and used for organizational goals. The document also examines strengths and weaknesses of organizational learning theory.
Managing Change In Organization And Enhancing PerformanceNicole Gomez
1) A clinic is introducing a new electronic medical record system and employees are having trouble understanding how to use the new system. The document discusses bringing about change in an organized manner.
2) Managing change requires focusing energy on a vision of the future that contrasts with the present and guides how to reduce the gap. It also requires exercising caution in today's rapidly changing environment with limited control.
3) Resistance to change is common, but change must involve people rather than be imposed on them. Communication is key to managing change effectively.
Week 7 Culture andor Climate in the Workplace—Do They Matter.docxhelzerpatrina
Week 7: Culture and/or Climate in the Workplace—Do They Matter?
Using this week’s lesson and resources as a start, locate three research studies that support the premise that better managers are those who pursue an understanding of the culture and/or climate of their organization. Why does it matter to gain insight about the culture and/or climate in the workplace? Use online, peer-reviewed journal research (case study research is preferred) to inform your writing. Summarize the takeaways from the articles that can support greater skill in managing people.
MGMT600 | LESSON 7 (this is this weeks lesson)
BUSINESS MODELS DEALING WITH ORGANIZATIONAL CULTURE RELATING TO CUSTOMER SATISFACTION AND EMPLOYEE RETENTION
INTRODUCTION
Welcome to module week 7. This week we will research and explore the subject of corporate culture. The culture of an organization is similar to the personality of an individual as we explored in module week 6. A healthy corporate culture is one build on trust, fairness, and high ethical standards. An unhealthy corporate culture leads to a multitude of problems. Let’s get started.
Assessing Corporate Culture
Few topics in the field of compliance and ethics have generated more interest, and provoked more questions and concerns, than the topic of corporate culture—and rightly so. Compliance and ethics officers have every reason to be concerned about the new emphasis on culture.
To many, the term itself is like air: It’s there, it’s vitally important, but it’s hard to describe and harder still to do much about. While it is true that corporate culture has long been recognized as having a critical impact on the effectiveness of compliance—the maxim that bad culture trumps compliance is, for example, well known—until recently few were held accountable for developing and maintaining an ethical corporate culture. That is beginning to change.
But do compliance and ethics officers have the clout, resources or allies to do what must be done? What exactly are they supposed to do? What is the objective? What specific actions are required?
In this article, we will examine specific steps that compliance and ethics officers can take to assess and improve their corporate culture. In Part I, we present suggestions for the initial phase of assessment: creating a process to identify your current corporate culture. In Part II, published in a subsequent issue, we provide a step-by-step process for evaluating the impact your culture has on the effectiveness of your compliance and ethics initiatives.
Holding Companies and Individuals Accountable
Paul Fiorelli, in a recent article in the Wake Forest Law Review (Fall 2004) summarized the increasing number of regulations and guidelines that refer to ethics and corporate culture and that are now being used to hold corporations and individuals accountable. The SEC, Congress, regulators, the Sentencing Commission, the New York Stock Exchange, the Department of Justice, rating agencies and others ha ...
This document discusses the importance of strong character and ethics in leadership. It argues that character, defined as an individual's moral qualities, is the most inspiring trait in a leader. The core attributes that make up good leadership character are integrity, authenticity, the ability to listen, having a positive tone and outlook, emotional intelligence, confidence, and sharing a vision. For organizations to foster an ethical culture, leaders must think beyond short-term profits, address unethical behaviors promptly, and promote values of respect, honesty and integrity through their words and actions to encourage ethical decision-making.
This document provides sample exam questions and outlines key concepts in organizational behavior including perception, motivation, decision-making, groups, and organizational culture. Specifically, it discusses perceptual biases individuals have and motivation theories like Expectancy Theory. It also examines decision-making biases such as status quo bias and groupthink. Finally, it defines organizational culture and the functions and types of culture.
Our brain new world - organisations and their developmentThe BrainLink Group
The document discusses how understanding organizations through the metaphor of the human brain, called the "Brain New World", can provide insights into how organizations function. It notes that both the brain and organizations are complex adaptive systems. Key insights from applying our knowledge of the brain to organizations include: recognizing organizations as integrated wholes rather than collections of parts; appreciating their natural resistance to change; understanding the powerful unconscious influence of organizational culture; allowing time for reflection before taking action in response to events; and protecting self-regulation processes during periods of success or difficulty.
The document discusses the nature and forces of organizational change. It states that change is vital to avoid stagnation, is a constant process, and is increasing in speed. Resistance to change stems from individual fears and uncertainties as well as threats to organizational structures and power dynamics. Effective change management involves open communication, participation in the process, and addressing the underlying sources of resistance. Models like Lewin's three-step model and Kotter's eight steps provide frameworks for guiding change initiatives.
The brain new world - insights for organisations and strategyThe BrainLink Group
The document discusses using the human brain as an analogy to understand modern organizations operating in complex environments. It provides five key insights: 1) Limiting a reductionist approach and recognizing organizations as integrated wholes, 2) Understanding that organizations naturally resist change, 3) Appreciating the powerful non-conscious impact of organizational culture, 4) Valuing pausing before responding to allow new insights, and 5) Protecting self-regulation processes during periods of pressure. Viewing organizations through the lens of the brain provides a new way to develop strategy in today's uncertain world.
This document provides an overview of organizational behavior concepts including:
1. Definitions of organizational behavior focusing on understanding individual and group behavior to improve organizational effectiveness.
2. Frederick Taylor's scientific management approach which studied work efficiency and developed techniques like standardized jobs and piece-rate pay.
3. The contingency approach which recognizes there is no universal solution and behaviors depend on situational factors like culture and technology.
4. Key aspects of communication including encoding messages, decoding, potential for distortion, and the importance of feedback.
THE WORKING OUTLINEPsychological and Physiological Impact of S.docxpelise1
THE WORKING OUTLINE
Psychological and Physiological Impact of Social Media
Attention material: How will you gain your audience's interest in this topic?
Introduction of topic: Social Media has become a part of our everyday lives, but what impact does it have on you truly.
Thesis statement:
The popularity of social media has created a society based on unrealistic expectations which cause self-harm to an individual’s mental health, physical appearance, and personal interactions.
Organizational Preview: A sentence that captures the various elements presented in the paper in the order they appear.
BODY PARAGRAPH I
I. First main point- Social media on mental health
A. Another time point, a different story: one year effects of a social media intervention on the attitudes of young people towards mental health issues
Livingston, James D ; Cianfrone, Michelle ; Korf-Uzan, Kimberley ; Coniglio, Connie
Social psychiatry and psychiatric epidemiology, June 2014, Vol.49(6), pp.985-90
https://link-springer-com.proxygw.wrlc.org/content/pdf/10.1007/s00127-013-0815-7.pdf
B. Parental Control of the Time Preadolescents Spend on Social Media: Links with Preadolescents' Social Media Appearance Comparisons and Mental Health
Fardouly, Jasmine ; Magson, Natasha R ; Johnco, Carly J ; Oar, Ella L ; Rapee, Ronald M
Journal of youth and adolescence, July 2018, Vol.47(7), pp.1456-1468
https://link-springer-com.proxygw.wrlc.org/content/pdf/10.1007/s10964-018-0870-1.pdf
II. Second main point - Social media on physical appearance.
A. Broadening the Scope of Social Media Effect Research on Body Image Concerns
Prieler, Michael ; Choi, Jounghwa
Sex Roles, Dec 2014, Vol.71(11-12), pp.378-388
https://link-springer-com.proxygw.wrlc.org/content/pdf/10.1007/s11199-014-0406-4.pdf
B. Act 2: Extending Theory on Social Media and Body Image Concerns.(Report)(Author abstract)
Perloff, Richard M.
Sex Roles: A Journal of Research, 2014, Vol.71(11-12), p.414(5)
https://link-springer-com.proxygw.wrlc.org/content/pdf/10.1007/s11199-014-0433-1.pdf
Body Paragraph III
III. Third main point- Social media on social interactions
A. How patients’ use of social media impacts their interactions with healthcare professionals
Benetoli, A. ; Chen, T.F. ; Aslani, P.
https://ac-els-cdn-com.proxygw.wrlc.org/S0738399117305293/1-s2.0-S0738399117305293-main.pdf?_tid=9cc2bd7f-d5f2-49d7-b7aa-920b9d90e7b5&acdnat=1548979945_2249016def072a123b3175152b3e818cPatient Education and Counseling, March 2018, Vol.101(3), pp.439-444
B. ARTICLE
Consequences of cyberbullying behaviour in working life
Muhonen, Tuija ; Jönsson, Sandra ; Bäckström, Martin
International Journal of Workplace Health Management, 2017, Vol.10(5), pp.376-390
https://search-proquest-com.proxygw.wrlc.org/docview/1940282298?accountid=11243&rfr_id=info%3Axri%2Fsid%3Aprimo
Conclusion
Restate thesis
The popularity of social media has created a society based on unrealistic expectations which cause self-harm to an individual’s mental h.
From this article Kahneman, D., Lovallo, D., & Sibony, O. (2011.docxbudbarber38650
From this article:
Kahneman, D., Lovallo, D., & Sibony, O. (2011a). Before you make that big decision. Harvard Business Review, 89(6).
This is the article in reference:
Dangerous biases can creep into every strategic choice. Here's how to find them--before they lead you astray
THANKS TO a slew of popular new books, many executives today realize how biases can distort reasoning in business. Confirmation bias, for instance, leads people to ignore evidence that contradicts their preconceived notions. Anchoring causes them to weigh one piece of information too heavily in making decisions; loss aversion makes them too cautious. In our experience, however, awareness of the effects of biases has done little to improve the quality of business decisions at either the individual or the organizational level.
Though there may now be far more talk of biases among managers, talk alone will not eliminate them. But it is possible to take steps to counteract them. A recent McKinsey study of more than 1,000 major business investments showed that when organizations worked at reducing the effect of bias in their decision-making processes, they achieved returns up to seven percentage points higher. (For more on this study, see "The Case for Behavioral Strategy," McKinsey Quarterly, March 2010.) Reducing bias makes a difference. In this article, we will describe a straightforward way to detect bias and minimize its effects in the most common kind of decision that executives make: reviewing a recommendation from someone else and determining whether to accept it, reject it, or pass it on to the next level.
For most executives, these reviews seem simple enough. First, they need to quickly grasp the relevant facts (getting them from people who know more about the details than they do). Second, they need to figure out if the people making the recommendation are intentionally clouding the facts in some way. And finally, they need to apply their own experience, knowledge, and reasoning to decide whether the recommendation is right.
However, this process is fraught at every stage with the potential for distortions in judgment that result from cognitive biases. Executives can't do much about their own biases, as we shall see. But given the proper tools, they can recognize and neutralize those of their teams. Over time, by using these tools, they will build decision processes that reduce the effect of biases in their organizations. And in doing so, they'll help upgrade the quality of decisions their organizations make.
The Challenge of Avoiding Bias
Let's delve first into the question of why people are incapable of recognizing their own biases.
According to cognitive scientists, there are two modes of thinking, intuitive and reflective. (In recent decades a lot of psychological research has focused on distinctions between them. Richard Thaler and Cass Sunstein popularized it in their book, Nudge.) In intuitive, or System One, thinking, impressions, associations, feeling.
This document discusses change management models and trends in organizational change. It describes Lewin's three-stage change management model of unfreezing, transitioning, and refreezing. It also outlines McKinsey's 7-S model and Kotter's 8-step change model. The document notes that internal and external forces can drive organizational change and lists common catalysts like crises, performance gaps, and new technologies. Finally, it discusses trends organizations often follow in changing like flattening hierarchies, decentralizing decision-making, increasing employee empowerment and adaptability.
Resilience: how to build resilience in your people and your organizationDelta Partners
"It is not the strongest of the species that survives, nor the most intelligent that survives. It is the one that is the most adaptable to change."
- Charles Darwin
Those people who are familiar with our work know that we write quite a lot about the pace of change in our global business environment. It is continual, it is unrelenting, and it appears to be accelerating.
We cannot slow the pace of change, so do we give up? Throw our hands up and succumb to the tidal wave of knowledge that we are adrift and rudderless? And if not, what can we do to make our people and our organizations more resilient in the face of this ongoing pressure?
"Resilience: an ability to recover from or adjust easily to misfortune or change."
- Merriam-Webster Dictionary
It turns out that there are definitely steps that a manager can take to influence the resilience of both the organization and the individual.
The goal of this presentation is to provide a starting point for leaders and managers as they seek ways to battle back against the apathy and exhaustion that builds in everyone. It is not the final word in these matters – rather it is best considered a jumping off point for those who are looking for a different way.
So enjoy it, share it, and use it. Just let everyone know where you found it!
Psychodynamic Theories and FreudObjectivesMake some se.docxsimonlbentley59018
Psychodynamic Theories and Freud
Objectives
Make some sense of Freud
Learn about Jung and some of his ideas
Psychodynamic Theories - Freud
What did you know or hear about Freud before reading this section?
Basic to his theory was that the mind is mostly hidden (unconscious)
a reservoir of mostly unacceptable thoughts, wishes, feelings, and memories
A psychodynamic theory is one that focuses on the unconscious and the importance of childhood experience
“dynamic” because of the permanent, dynamic struggle the ego is in to manage the id and superego
Psychodynamic Theories - Freud
Freud’s theory of personality is called psychoanalysis
attributes thoughts and actions to unconscious motives and conflicts
Freud used free association in his therapy
method of exploring the unconscious in which the person relaxes and says whatever comes to mind, no matter how trivial or embarrassing
Psychodynamic Theories - Freud
Personality Structure
“human personality…arises from a conflict between impulse and restraint—between our aggressive, pleasure-seeking biological urges and our internalized social controls over these urges.” Myers (2015) p.493
personality arises from our efforts to resolve this basic conflict
Id
Pleasure principle
Ego
Reality principle
Superego
conscience
id – unconscious energy that strives to satisfy basic sexual and aggressive drives
ego – largely conscious, “executive” part that mediates among the demands of the id, superego, and reality
superego – represents internalized ideals and provides standards for judgment and future aspirations
5
Psychodynamic Theories - Freud
Personality Development
Psychosexual StagesStageFocusOral (0-18 months)Pleasure centers on the mouth—sucking, biting, chewingAnal (18-36 months)Pleasure focuses on bowel and bladder elimination; coping with demands for controlPhallic (3-6 years)Pleasure zone is the genitals; coping with incestuous sexual feelingsLatency (6 - puberty)A phase of dormant sexual feelingsGenital (puberty on)Maturation of sexual interests
8
Psychodynamic Theories - Freud
Unresolved conflicts during one of the stages could surface as maladaptive behavior in adulthood.
fixation – lingering focus of pleasure-seeking energies at one of the psychosexual stages, in which conflicts were unresolved
Psychodynamic Theories - Freud
Defense Mechanisms
Sometimes the ego fears losing control of the inner war between the id and superego. The result is anxiety.
The ego protects itself with defense mechanisms
tactics that reduce or redirect anxiety by distorting reality
All defense mechanisms function unconsciously, just like the body unconsciously defends itself against disease.
Repression is the basic defense mechanism that banishes anxiety-arousing thoughts, feelings, and memories from consciousness
Psychodynamic Theories - Freud
Cure to disorders
Bring the conflict between id and ego/superego to awareness/attention and redirect wish to something else
Insight – awareness of d.
Organizations today face unprecedented challenges requiring transformation in strategies, design, and employee capabilities. Changing culture and improving engagement are vital but difficult, as behaviors are driven by emotions and habits ingrained in our neurophysiology. However, new insights from cognitive science can facilitate mindful change. Deloitte's EPIC methodology applies these insights through experiential, playful, iterative, and collaborative learning to accelerate culture change by rewiring brains for success.
Business UseWeek 1 Assignment #1Instructions1. Plea.docxfelicidaddinwoodie
Business Use
Week 1: Assignment #1
Instructions
1. Please read these two articles:
· Using forensics against a fitbit device to solve a murder: https://www.cbsnews.com/news/the-fitbit-alibi-21st-century-technology-used-to-help-solve-wisconsin-moms-murder/
· How Amazon Echo could be forensically analyzed! https://www.theverge.com/2017/1/6/14189384/amazon-echo-murder-evidence-surveillance-data
2. Then go around in your residence / dwelling (home, apartment, condo, etc) and be creative.
3. Identify at least five appliances or devices that you THINK could be forensically analyzed and then identify how this might be useful in an investigation. Note - do not count your computer or mobile device. Those are obvious!
4. I expect at least one paragraph answer for each device.
Why did I assign this?
The goal is to have you start THINKING about how any device, that is capable of holding electronic data (and transmitting to the Internet) could be useful in a particular investigation!
Due Date
This is due by Sunday, May 10th at 11:59PM
Surname 6
Informative speech on George Stinney Jr.
A. Info research analysis
The general purpose of the speech was to inform people about the civil injustice being done against the African American community in the United States. The specific purpose of the speech was to portray to the audience how an innocent 14-year old black boy suffered in the hands of the South Carolina State law enforcing officers. He was falsely accused of killing two white girls and electrocuted within two months after conviction.
I decided the topic of my speech after perusing through all the suggested topics ad found that the story of George Stinney Jr. was touching and emotional entirely.
This topic benefits the audience and the society in general by giving them an insight of the cruelty that the American law system has against the African American community. The audience gets to know how the shady investigations were done with claims that George had pleaded guilty to the charges of murder when there was no real evidence tying him to the crime or a signed plea agreement.
The alternative view that I found in the research was the version of the investigating officer of the case who claimed that the 14-year old boy managed to kill two girls aged 11 and 7 with a blunt object and ditch them in a nearby trench. This alternative point of view did not make sense because it is hard for a 14-year old boy to use the force that was reported by postmortem results to kill the girls. Therefore, I knew everything was a lie and I had to take the point of view of George’s innocence.
B. informative outline
Introduction:
George Stinney Jr. was an African American boy born on October 21, 1929 in Pinewood, South Carolina, U.S. He is considered as the youngest person to be executed by the United State government in 20th century.
Main body
Investigations of the alleged crimes (Bickford, 05)
The investigations concerning the alleged crimes of George S.
Business UsePALADIN ASSIGNMENT ScenarioYou are give.docxfelicidaddinwoodie
Business Use
PALADIN ASSIGNMENT
Scenario:
You are given a PC and you are faced with this scenario: you don’t know the password to the PC which means you can’t login so you can use a forensic tool like FTK IMAGER to capture the hard drive as a bit-for-bit forensic image AND/OR
1. The hard drive is either soldiered onto the motherboard (there are some new hard drives like this!) or cannot be removed because the screws are stripped (this has happened to me);
2. Even if you figured out the password or got an admin password the PC may have its USB ports blocked via a GPO policy (this is very common in corporations now);
3. Even if you can get the GPO policy overridden you may have some concerns about putting it on the network (which is true especially if you are dealing with malware).
So what you can you do? The best solution is to boot the PC up into forensically sound environment that lets you bypass the password aspect; GPO policy; etc and take a bit-for-bit image. One software that has done the job very well for me is Paladin.
How to get points
If you can send me a screenshot showing me that you had installed Paladin .ISO and made your USB device a bootable device with Paladin using Rufus then you get 10 points.
If you can send me a screenshot showing that you had a chance to boot your computer into Paladin then you will earn an extra 10 points. It is not necessary for you to take a forensic image of your PC but I have included generic instructions here.
Assumptions:
1. You have downloaded Rufus on your computer
2. You have downloaded Paladin on your computer.
Instructions:
1. Make sure you have at least one USB drive.
2. If not down already, download Rufus from https://rufus.ie/.
3. If not done already, download the Paladin ISO image from this website: https://sumuri.com/product/paladin-64-bit-version-7/ which is free. It’s suggested price is $25.00 but you can adjust the price to $0 then order. To be clear – do not pay anything.
4. Insert the USB device in your computer.
5. Run Rufus where you install the Paladin .ISO file on the USB device and make it bootable. Now I could provide you step by step instructions, but this is a Masters class so I want you to explore a bit and figure this out. One good video is this: https://www.youtube.com/watch?v=V6JehM0WDTI.
6. After you are done using Rufus where you have installed Paladin.ISO on the USB device and made it bootable then make sure the USB device is in the PC.
7. Restart your PC. Press F9(HP) laptop) or F12 (Dell laptop) so you can be taken into the BIOS bootup menu.
8. This is where things get a bit tricky e.g. your compute may be configured differently where you have to adjust your BIOS settings. If you do not feel comfortable doing this then stop here. I do not want you to mess up your computer. You have already earned ten extra points!
9. If you still proceed then you will see a list of bootable devices. You may, for example, see a list of devices. Pick the device .
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Week 7: Culture and/or Climate in the Workplace—Do They Matter?
Using this week’s lesson and resources as a start, locate three research studies that support the premise that better managers are those who pursue an understanding of the culture and/or climate of their organization. Why does it matter to gain insight about the culture and/or climate in the workplace? Use online, peer-reviewed journal research (case study research is preferred) to inform your writing. Summarize the takeaways from the articles that can support greater skill in managing people.
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BUSINESS MODELS DEALING WITH ORGANIZATIONAL CULTURE RELATING TO CUSTOMER SATISFACTION AND EMPLOYEE RETENTION
INTRODUCTION
Welcome to module week 7. This week we will research and explore the subject of corporate culture. The culture of an organization is similar to the personality of an individual as we explored in module week 6. A healthy corporate culture is one build on trust, fairness, and high ethical standards. An unhealthy corporate culture leads to a multitude of problems. Let’s get started.
Assessing Corporate Culture
Few topics in the field of compliance and ethics have generated more interest, and provoked more questions and concerns, than the topic of corporate culture—and rightly so. Compliance and ethics officers have every reason to be concerned about the new emphasis on culture.
To many, the term itself is like air: It’s there, it’s vitally important, but it’s hard to describe and harder still to do much about. While it is true that corporate culture has long been recognized as having a critical impact on the effectiveness of compliance—the maxim that bad culture trumps compliance is, for example, well known—until recently few were held accountable for developing and maintaining an ethical corporate culture. That is beginning to change.
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THE WORKING OUTLINEPsychological and Physiological Impact of S.docxpelise1
THE WORKING OUTLINE
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Attention material: How will you gain your audience's interest in this topic?
Introduction of topic: Social Media has become a part of our everyday lives, but what impact does it have on you truly.
Thesis statement:
The popularity of social media has created a society based on unrealistic expectations which cause self-harm to an individual’s mental health, physical appearance, and personal interactions.
Organizational Preview: A sentence that captures the various elements presented in the paper in the order they appear.
BODY PARAGRAPH I
I. First main point- Social media on mental health
A. Another time point, a different story: one year effects of a social media intervention on the attitudes of young people towards mental health issues
Livingston, James D ; Cianfrone, Michelle ; Korf-Uzan, Kimberley ; Coniglio, Connie
Social psychiatry and psychiatric epidemiology, June 2014, Vol.49(6), pp.985-90
https://link-springer-com.proxygw.wrlc.org/content/pdf/10.1007/s00127-013-0815-7.pdf
B. Parental Control of the Time Preadolescents Spend on Social Media: Links with Preadolescents' Social Media Appearance Comparisons and Mental Health
Fardouly, Jasmine ; Magson, Natasha R ; Johnco, Carly J ; Oar, Ella L ; Rapee, Ronald M
Journal of youth and adolescence, July 2018, Vol.47(7), pp.1456-1468
https://link-springer-com.proxygw.wrlc.org/content/pdf/10.1007/s10964-018-0870-1.pdf
II. Second main point - Social media on physical appearance.
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Sex Roles, Dec 2014, Vol.71(11-12), pp.378-388
https://link-springer-com.proxygw.wrlc.org/content/pdf/10.1007/s11199-014-0406-4.pdf
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Body Paragraph III
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Conclusion
Restate thesis
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From this article Kahneman, D., Lovallo, D., & Sibony, O. (2011.docxbudbarber38650
From this article:
Kahneman, D., Lovallo, D., & Sibony, O. (2011a). Before you make that big decision. Harvard Business Review, 89(6).
This is the article in reference:
Dangerous biases can creep into every strategic choice. Here's how to find them--before they lead you astray
THANKS TO a slew of popular new books, many executives today realize how biases can distort reasoning in business. Confirmation bias, for instance, leads people to ignore evidence that contradicts their preconceived notions. Anchoring causes them to weigh one piece of information too heavily in making decisions; loss aversion makes them too cautious. In our experience, however, awareness of the effects of biases has done little to improve the quality of business decisions at either the individual or the organizational level.
Though there may now be far more talk of biases among managers, talk alone will not eliminate them. But it is possible to take steps to counteract them. A recent McKinsey study of more than 1,000 major business investments showed that when organizations worked at reducing the effect of bias in their decision-making processes, they achieved returns up to seven percentage points higher. (For more on this study, see "The Case for Behavioral Strategy," McKinsey Quarterly, March 2010.) Reducing bias makes a difference. In this article, we will describe a straightforward way to detect bias and minimize its effects in the most common kind of decision that executives make: reviewing a recommendation from someone else and determining whether to accept it, reject it, or pass it on to the next level.
For most executives, these reviews seem simple enough. First, they need to quickly grasp the relevant facts (getting them from people who know more about the details than they do). Second, they need to figure out if the people making the recommendation are intentionally clouding the facts in some way. And finally, they need to apply their own experience, knowledge, and reasoning to decide whether the recommendation is right.
However, this process is fraught at every stage with the potential for distortions in judgment that result from cognitive biases. Executives can't do much about their own biases, as we shall see. But given the proper tools, they can recognize and neutralize those of their teams. Over time, by using these tools, they will build decision processes that reduce the effect of biases in their organizations. And in doing so, they'll help upgrade the quality of decisions their organizations make.
The Challenge of Avoiding Bias
Let's delve first into the question of why people are incapable of recognizing their own biases.
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"It is not the strongest of the species that survives, nor the most intelligent that survives. It is the one that is the most adaptable to change."
- Charles Darwin
Those people who are familiar with our work know that we write quite a lot about the pace of change in our global business environment. It is continual, it is unrelenting, and it appears to be accelerating.
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- Merriam-Webster Dictionary
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The goal of this presentation is to provide a starting point for leaders and managers as they seek ways to battle back against the apathy and exhaustion that builds in everyone. It is not the final word in these matters – rather it is best considered a jumping off point for those who are looking for a different way.
So enjoy it, share it, and use it. Just let everyone know where you found it!
Psychodynamic Theories and FreudObjectivesMake some se.docxsimonlbentley59018
Psychodynamic Theories and Freud
Objectives
Make some sense of Freud
Learn about Jung and some of his ideas
Psychodynamic Theories - Freud
What did you know or hear about Freud before reading this section?
Basic to his theory was that the mind is mostly hidden (unconscious)
a reservoir of mostly unacceptable thoughts, wishes, feelings, and memories
A psychodynamic theory is one that focuses on the unconscious and the importance of childhood experience
“dynamic” because of the permanent, dynamic struggle the ego is in to manage the id and superego
Psychodynamic Theories - Freud
Freud’s theory of personality is called psychoanalysis
attributes thoughts and actions to unconscious motives and conflicts
Freud used free association in his therapy
method of exploring the unconscious in which the person relaxes and says whatever comes to mind, no matter how trivial or embarrassing
Psychodynamic Theories - Freud
Personality Structure
“human personality…arises from a conflict between impulse and restraint—between our aggressive, pleasure-seeking biological urges and our internalized social controls over these urges.” Myers (2015) p.493
personality arises from our efforts to resolve this basic conflict
Id
Pleasure principle
Ego
Reality principle
Superego
conscience
id – unconscious energy that strives to satisfy basic sexual and aggressive drives
ego – largely conscious, “executive” part that mediates among the demands of the id, superego, and reality
superego – represents internalized ideals and provides standards for judgment and future aspirations
5
Psychodynamic Theories - Freud
Personality Development
Psychosexual StagesStageFocusOral (0-18 months)Pleasure centers on the mouth—sucking, biting, chewingAnal (18-36 months)Pleasure focuses on bowel and bladder elimination; coping with demands for controlPhallic (3-6 years)Pleasure zone is the genitals; coping with incestuous sexual feelingsLatency (6 - puberty)A phase of dormant sexual feelingsGenital (puberty on)Maturation of sexual interests
8
Psychodynamic Theories - Freud
Unresolved conflicts during one of the stages could surface as maladaptive behavior in adulthood.
fixation – lingering focus of pleasure-seeking energies at one of the psychosexual stages, in which conflicts were unresolved
Psychodynamic Theories - Freud
Defense Mechanisms
Sometimes the ego fears losing control of the inner war between the id and superego. The result is anxiety.
The ego protects itself with defense mechanisms
tactics that reduce or redirect anxiety by distorting reality
All defense mechanisms function unconsciously, just like the body unconsciously defends itself against disease.
Repression is the basic defense mechanism that banishes anxiety-arousing thoughts, feelings, and memories from consciousness
Psychodynamic Theories - Freud
Cure to disorders
Bring the conflict between id and ego/superego to awareness/attention and redirect wish to something else
Insight – awareness of d.
Organizations today face unprecedented challenges requiring transformation in strategies, design, and employee capabilities. Changing culture and improving engagement are vital but difficult, as behaviors are driven by emotions and habits ingrained in our neurophysiology. However, new insights from cognitive science can facilitate mindful change. Deloitte's EPIC methodology applies these insights through experiential, playful, iterative, and collaborative learning to accelerate culture change by rewiring brains for success.
Similar to 17 A CONCEPTUAL MODEL FOR MANAGED CULTURE CHANGEIn Chapt.docx (20)
Business UseWeek 1 Assignment #1Instructions1. Plea.docxfelicidaddinwoodie
Business Use
Week 1: Assignment #1
Instructions
1. Please read these two articles:
· Using forensics against a fitbit device to solve a murder: https://www.cbsnews.com/news/the-fitbit-alibi-21st-century-technology-used-to-help-solve-wisconsin-moms-murder/
· How Amazon Echo could be forensically analyzed! https://www.theverge.com/2017/1/6/14189384/amazon-echo-murder-evidence-surveillance-data
2. Then go around in your residence / dwelling (home, apartment, condo, etc) and be creative.
3. Identify at least five appliances or devices that you THINK could be forensically analyzed and then identify how this might be useful in an investigation. Note - do not count your computer or mobile device. Those are obvious!
4. I expect at least one paragraph answer for each device.
Why did I assign this?
The goal is to have you start THINKING about how any device, that is capable of holding electronic data (and transmitting to the Internet) could be useful in a particular investigation!
Due Date
This is due by Sunday, May 10th at 11:59PM
Surname 6
Informative speech on George Stinney Jr.
A. Info research analysis
The general purpose of the speech was to inform people about the civil injustice being done against the African American community in the United States. The specific purpose of the speech was to portray to the audience how an innocent 14-year old black boy suffered in the hands of the South Carolina State law enforcing officers. He was falsely accused of killing two white girls and electrocuted within two months after conviction.
I decided the topic of my speech after perusing through all the suggested topics ad found that the story of George Stinney Jr. was touching and emotional entirely.
This topic benefits the audience and the society in general by giving them an insight of the cruelty that the American law system has against the African American community. The audience gets to know how the shady investigations were done with claims that George had pleaded guilty to the charges of murder when there was no real evidence tying him to the crime or a signed plea agreement.
The alternative view that I found in the research was the version of the investigating officer of the case who claimed that the 14-year old boy managed to kill two girls aged 11 and 7 with a blunt object and ditch them in a nearby trench. This alternative point of view did not make sense because it is hard for a 14-year old boy to use the force that was reported by postmortem results to kill the girls. Therefore, I knew everything was a lie and I had to take the point of view of George’s innocence.
B. informative outline
Introduction:
George Stinney Jr. was an African American boy born on October 21, 1929 in Pinewood, South Carolina, U.S. He is considered as the youngest person to be executed by the United State government in 20th century.
Main body
Investigations of the alleged crimes (Bickford, 05)
The investigations concerning the alleged crimes of George S.
Business UsePALADIN ASSIGNMENT ScenarioYou are give.docxfelicidaddinwoodie
Business Use
PALADIN ASSIGNMENT
Scenario:
You are given a PC and you are faced with this scenario: you don’t know the password to the PC which means you can’t login so you can use a forensic tool like FTK IMAGER to capture the hard drive as a bit-for-bit forensic image AND/OR
1. The hard drive is either soldiered onto the motherboard (there are some new hard drives like this!) or cannot be removed because the screws are stripped (this has happened to me);
2. Even if you figured out the password or got an admin password the PC may have its USB ports blocked via a GPO policy (this is very common in corporations now);
3. Even if you can get the GPO policy overridden you may have some concerns about putting it on the network (which is true especially if you are dealing with malware).
So what you can you do? The best solution is to boot the PC up into forensically sound environment that lets you bypass the password aspect; GPO policy; etc and take a bit-for-bit image. One software that has done the job very well for me is Paladin.
How to get points
If you can send me a screenshot showing me that you had installed Paladin .ISO and made your USB device a bootable device with Paladin using Rufus then you get 10 points.
If you can send me a screenshot showing that you had a chance to boot your computer into Paladin then you will earn an extra 10 points. It is not necessary for you to take a forensic image of your PC but I have included generic instructions here.
Assumptions:
1. You have downloaded Rufus on your computer
2. You have downloaded Paladin on your computer.
Instructions:
1. Make sure you have at least one USB drive.
2. If not down already, download Rufus from https://rufus.ie/.
3. If not done already, download the Paladin ISO image from this website: https://sumuri.com/product/paladin-64-bit-version-7/ which is free. It’s suggested price is $25.00 but you can adjust the price to $0 then order. To be clear – do not pay anything.
4. Insert the USB device in your computer.
5. Run Rufus where you install the Paladin .ISO file on the USB device and make it bootable. Now I could provide you step by step instructions, but this is a Masters class so I want you to explore a bit and figure this out. One good video is this: https://www.youtube.com/watch?v=V6JehM0WDTI.
6. After you are done using Rufus where you have installed Paladin.ISO on the USB device and made it bootable then make sure the USB device is in the PC.
7. Restart your PC. Press F9(HP) laptop) or F12 (Dell laptop) so you can be taken into the BIOS bootup menu.
8. This is where things get a bit tricky e.g. your compute may be configured differently where you have to adjust your BIOS settings. If you do not feel comfortable doing this then stop here. I do not want you to mess up your computer. You have already earned ten extra points!
9. If you still proceed then you will see a list of bootable devices. You may, for example, see a list of devices. Pick the device .
Business UsePractical Connection WorkThis work is a writte.docxfelicidaddinwoodie
Business Use
Practical Connection Work
This work is a written assignment where students will demonstrate how this course research has connected and been put into practice within their own career.
Assignment:
Provide a reflection of at least 500 words of how the knowledge, skills, or theories of this course, to date, have been applied, or could be applied, in a practical manner to your current work environment.
If you are not currently working, then this is where you can be creative and identify how you THINK this could be applied to an employment opportunity in your field of study.
Requirements:
Provide a 500 word minimum reflection.
Use of proper APA formatting and citations. If supporting evidence from outside resources is used those must be properly cited.
Share a personal connection that identifies specific knowledge and theories from this course.
You should NOT provide an overview of the assignments given in the course. Reflect and write about how the knowledge and skills obtained through meeting course objectives were applied or could be applied in the workplace.
// Pediatric depressionTherapy for Pediatric Clients with Mood Disorders
An African American Child Suffering From Depression
BACKGROUND INFORMATION
The client is an 8-year-old African American male who arrives at the ER with his mother. He is exhibiting signs of depression.
Client complained of feeling “sad” Mother reports that teacher said child is withdrawn from peers in class Mother notes decreased appetite and occasional periods of irritation Client reached all developmental landmarks at appropriate ages Physical exam unremarkable Laboratory studies WNL Child referred to psychiatry for evaluation Client seen by Psychiatric Nurse Practitioner
MENTAL STATUS EXAM
Alert & oriented X 3, speech clear, coherent, goal directed, spontaneous. Self-reported mood is “sad”. Affect somewhat blunted, but child smiled appropriately at various points throughout the clinical interview. He denies visual or auditory hallucinations. No delusional or paranoid thought processes noted. Judgment and insight appear to be age-appropriate. He is not endorsing active suicidal ideation, but does admit that he often thinks about himself being dead and what it would be like to be dead.
The PMHNP administers the Children's Depression Rating Scale, obtaining a score of 30 (indicating significant depression)
RESOURCES
§ Poznanski, E., & Mokros, H. (1996). Child Depression Rating Scale--Revised. Los Angeles, CA: Western Psychological Services.
Decision Point OneSelect what the PMHNP should do:Begin Zoloft 25 mg orally daily
Begin Paxil 10 mg orally daily
Begin Wellbutrin 75 mg orally BID
.
Business System Analyst
SUMMARY:
· Cognos Business In experience intelligence with expertise in Software Design, Development, and Analysis, Teradata, Testing, Data Warehouse and Business Intelligence tools.
· Expertise in Cognos 11/10.2, 10.1, 8.x (Query Studio, Report Studio, Analysis Studio, Business Insight/Workspace, Business Insight/Workspace Advanced, Metric Studio (Score carding), Framework Manager, Cognos Connection)
· Expertise in Installation and Configuration of Cognos BI Products in Distributed environment on Windows
· Expertise with Framework Manager Modeling (Physical Layer, Business Layer, Packages) and Complex Report building with Report Studio.
· Expertise developing complex reports using drill-through reports, prompts, dashboards, master-detail, burst-reports, dynamic filtering in Cognos.
· Expertise in creating Dashboard reports using Java Script in Report studio.
· Expertise in building scorecard reports and dashboard reports using metric studio.
· Expertise with Transformer models and cubes that were used in Power play analysis and also these cubes were used in various Analysis Studio reports.
· Expertise with MDX Functions in Report Studio using Multi-dimensional Sources.
· Expertise with Cognos security (LDAP, Active Directory, Access manager, object level security, data security).
· Expertise with Tabbed Inter-phases and with Interactive Behavior of value based chart highlighting.
· Sound Skills in developing SQL Scripts, PL/SQL Stored Procedures, functions, packages.
· Expertise on production support and troubleshoot/test issues with existing reports and cubes.
· Experienced with MS SQL Server BI Tools like SSIS, SSRS and SSAS.
· Expertise in creation of packages, Data and Control tasks, Reports and Cubes using MS SQL Server BI Tools.
· Ability to translate business requirements into technical specifications and interact with end users to gather requirements for reporting.
· Good understanding of business process in Financial, Insurance and Healthcare areas.
· Expertise in infrastructure design for the cognos environment and security setup for different groups as per business requirement.
· Creating training material on all the Ad-Hoc training
· Expertise in all the basic administrative tasks like deployments, routing rule setup’s , user group setup , folder level securities etc.
· Have deployment knowledge of IBM Cognos report in Application servers like WAS.
· Have knowledge on handling securities and administration functionalities on IBM Cognos 10.x
· Good work ethics, detail oriented, fast learner, team oriented, flexible and adaptable to all kinds of stressful environments. Possess excellent communication and interpersonal skills.
Technical Skills:
BI Platform
Cognos 11,10.2, 10.1, 8.x (Query Studio, Report Studio, Analysis Studio, Business Insight/Workspace, Business Insight/Workspace Advanced, Metric Studio (Score carding), Framework Manager, Cognos Connection)
Data Base
MS Access, MS SQL Server, Orac.
Business StrategyOrganizations have to develop an international .docxfelicidaddinwoodie
Business Strategy
Organizations have to develop an international Human Resources Management Strategy, when they expand globally. Which do you think is more critical for international Human Resource Management:
Understanding the cultural environment, or
Understanding the political and legal environment?
Please choose 1 position and give a rationale; examples are also a way to demonstrate your understanding of the learning concepts.
.
Business StrategyGroup BCase Study- KFC Business Analysis.docxfelicidaddinwoodie
Business Strategy
Group B
Case Study- KFC Business Analysis
Abstract
Introduced in 1952 by Colonel Sanders
Second largest restaurant chain today in terms of popularity
Annual revenue of $23 billion
Diversified its menu to suit cultural needs of people across different countries
Hindering factors in KFC’s growth are growing consumer health consciousness, animal welfare criticism, environmental criticism
Introduction
KFC was born in 1952 and its founder was Colonel Sanders
First franchise to grow globally over international market
By the 1960s – 1980s the market was booming in countries like England, Mexico, China
Management and ownership transferred over the years to Heublin, Yum Brands and PepsiCo.
Annual revenue of $23 billion in 2013
KFC had expanded its menu to suit cultural needs of people across different countries
Hindering factors in KFC’s growth are growing consumer health consciousness, animal welfare criticism, environmental criticism, logistic management issue in UK, cultural differences in Asian countries towards accepting the fried chicken menu.
Factors contributing to KFC’s global success
The core reason for KFCs success is it’s mandate to follow strict franchise protocols that have continuously satisfied customers demands:
The quality of the chicken cooked in KFC has certain specific guidelines
The size of the restaurant should be 24x60 feet.
The restaurant washrooms and ktichen has certain cleanliness standards
Food that is not sold off needs to be trashed
The workers need to have a specific clothing and uniform.
A certain % of the gross earnings should be used for advertisement and R&D
Air conditioning is mandatory in the outlets
Global number of KFC restaurants in the past decade
Importance of cultural factors to KFC’s sales success in India and China
Culture is the collective programming of the human mind that distinguishes the members of one human group from those of another. Culture in this sense is a system of collectively held values
“Culture is everything that people have, think, and do as members of their society”, which demonstrating that culture is made up of (1) material objects; (2) ideas, values, attitudes and beliefs; and (3) specified, or expected behavior.
Many scholars have theorized and studied the notion of cross-cultural adaptation, which tends to move from one culture to another one, by learning the elements such as rules, norms, customs, and language of the new culture (Oberg 1960, Keefe and Padilla 1987, Kealey 1989). According to Ady (1995),
“Cultural adaptation is the evolutionary process by which an individual modifies his personal habits and customs to fit into a particular culture. It can also refer to gradual changes within a culture or society that occur as people from different backgrounds participating in the culture and sharing their perspectives and practices.”
Cultural factors in India that go against KFC’s original recipe.
.
Business Strategy Differentiation, Cost Leadership, a.docxfelicidaddinwoodie
This document discusses various concepts related to business strategy and competitive advantage. It begins by defining a business-level strategy and outlining the "who, what, why, and how" of competing for advantage. It then discusses how industry and firm effects jointly determine competitive advantage. Key ideas around generating and sustaining advantage through barriers to imitation are presented. The document also discusses concepts like differentiation advantage, cost leadership, learning curves, economies of scale, value chains, and the resource-based view of the firm. Strategic coherence and dynamic strategic activity systems are defined.
Business RequirementsReference number Document Control.docxfelicidaddinwoodie
Business Requirements
Reference number:
Document Control
Change Record
Date
Author
Version
Change Reference
Reviewers
Name
Position
Table of Contents
2Document Control
1
Business Requirements
4
1.1
Project Overview
4
1.2
Background including current process
4
1.3
Scope
4
1.3.1
Scope of Project
4
1.3.2
Constraints and Assumptions
5
1.3.3
Risks
5
1.3.4
Scope Control
5
1.3.5
Relationship to Other Systems/Projects
5
1.3.6
Definition of Terms (if applicable)
5
1 Business Requirements
1.1 Project Overview
Provide a short, yet complete, overview of the project.
1.2 Background including current process
Describe the background to the project, (same section may be reused in the Quality Plan) include:
This project is
The project goal is to
The IT role for this project is
1.3 Scope
1.3.1 Scope of Project
The scope of this project includes a number of areas. For each area, there should be a corresponding strategy for incorporating these areas into the overall project.
Applications
In order to meet the target production date, only these applications will be implemented:
Sites
These sites are considered part of the implementation:
Process Re-engineering
Re-engineering will
Customization
Customizations will be limited to
Interfaces
the interfaces included are:
Architecture
Application and Technical Architecture will
Conversion
Only the following data and volume will be considered for conversion:
Testing
Testing will include only
Funding
Project funding is limited to
Training
Training will be
Education
Education will include
1.3.2 Constraints and Assumptions
The following constraints have been identified:
The following assumptions have been made in defining the scope, objectives and approach:
1.3.3 Risks
The following risks have been identified as possibly affecting the project during its progression:
1.3.4 Scope Control
The control of changes to the scope identified in this document will be managed through the Change Control, with business owner representative approval for any changes that affect cost or timeline for the project.
1.3.5 Relationship to Other Systems/Projects
It is the responsibility of the business unit to inform IT of other business initiatives that may impact the project. The following are known business initiatives:
1.3.6 Definition of Terms (if applicable)
List any definitions that will be used throughout the duration of the project.
5
A working structure is the fundamental programming that bargains with all the mechanical social affair and other programming on a PC. It other than pulls in us to visit with the PC without perceiving how to talk the piece PC programs language's. A working structure is inside theory of programming on a contraption that keeps everything together. Working systems visit with the's contraption. They handle everything from your solace and mice to the Wi-Fi radio, gathering contraptions, and show. Symbolically, a worki.
Business ProposalThe Business Proposal is the major writing .docxfelicidaddinwoodie
Business Proposal
The Business Proposal is the major writing assignment in the course. You are to create and submit a formal proposal that suggests how to change something within an organization. This organization can be large or small, a place of employment now or in the past, or an organization to which the students belong. From past experiences, it is best to use a business with fewer than 200 employees, and one with which you have personal experience. It could be a place where you currently work or a place you have worked or volunteered in the past.
The change can be specific to a unit or can apply to the whole organization; it can relate to how important information is distributed, who has access to important information, how information is accessed, or any other change in practices the students see as having a benefit. The proposal should be directed to the person or committee with the power to authorize the change. However, if you are working within a large organization, and asking for a small organizational change, communicating with a CEO or president may not make the most sense. You need to think about who within the organization might be the best person for the type of change suggested.
For the submission, you are to follow the guidelines for formal proposals available in Chapter 10 of the text. You can review 10.1, 10.4, and 10.19 for more information about specific components for a well-written formal business proposal. A complete proposal must have all required sections of a formal report excluding the copy of an RFP and the Authorization. The final draft of the proposal should be 1500–2000 words, and include the following necessary formal proposal components:
Letter of transmittal
Executive summary
Title page
Table of contents
List of illustrations
Introduction
Background: Purpose/problem
Proposal: plan, schedule, details
Staffing
Budget
Appendix
Formatting does matter for this assignment, and you are to check the text for details about how to format and draft the different proposal segments. Proposals don't just have text; graphics and charts are necessary, too. In addition, research is important, and footnotes and references must be included. All content should be concise, clear, and detailed. The proposal should be well-written with appropriate grammar, spelling, and punctuation.
This is a scaffolded writing project that consists of four assignments.
.
Business ProjectProject Progress Evaluation Feedback Form .docxfelicidaddinwoodie
Business Project
Project Progress Evaluation
Feedback Form Week 3
Date:
__________________________________________________
Student Name:
__________________________________________________
__________________________________________________
Project Title: Effect Of Increasing Training Budget
Project Type: Business Research
Researchers:
Has a topic been chosen and a problem statement created?
Yes { } NO { }
Was the problem statement submitted in a 1-4 page paper that includes an introduction to the topic with appropriate documentation?
Yes { } No { }
Specifically, if any, needs additional content or rewriting to create more clarity? What specific recommendations do you have to help in this process?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
What is your workable timetable that states specific objectives and target completion dates for completing the final draft of the plan? Write the timetable below:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Feedback Form #3 – Project Proposal and Plan
▼
THE UK’S LEADING PROVIDER OF EXPERT SERVICES FOR IT PROFESSIONALS
NATIONAL COMPUTING CENTRE
IT Governance
Developing a successful governance strategy
A Best Practice guide for decision makers in IT
IT Governance
Developing a successful governance strategy
A Best Practice guide for decision makers in IT
The effective use of information technology is now an accepted organisational imperative - for
all businesses, across all sectors - and the primary motivation; improved communications and
commercial effectiveness. The swift pace of change in these technologies has consigned many
established best practice approaches to the past. Today's IT decision makers and business
managers face uncertainty - characterised by a lack of relevant, practical, advice and standards
to guide them through this new business revolution.
Recognising the lack of available best practice guidance, the National Computing Centre has
created the Best Practice Series to capture and define best practice across the key aspects of
successful business.
Other Titles in the NCC Best Practice series:
IT Skills - Recruitment and Retention ISBN 0-85012-867-6
The New UK Data Protection Law ISBN 0-85012-868-4
Open Source - the UK opportunity ISBN 0-85012-874-9
Intellectual Property Rights - protecting your intellectual assets ISBN 0-85012-872-2
Aligning IT with Business Strategy ISBN 0-85012-889-7
Enterprise Architecture - underst.
BUSINESS PROCESSES IN THE FUNCTION OF COST MANAGEMENT IN H.docxfelicidaddinwoodie
BUSINESS PROCESSES IN THE FUNCTION OF COST
MANAGEMENT IN HEALTHCARE INSTITUTIONS
1
1
st
IVANA DRAŽIĆ LUTILSKY
Departement of Accounting
Faculty of Economics and Business
University of Zagreb
Croatia
[email protected]
2
nd
LUCIJA JUROŠ
Faculty of Economics and Business
[email protected]
Abstract: This paper is dealing with the importance of business processes regarding costs
tracking and cost management in healthcare institutions. Various changes within the health
care system and funding of hospitals require the introduction of management information
systems and cost accounting. The introduction of cost accounting in public hospitals would
allow the planning and control of costs, monitoring of costs per patient or service and the
calculation of indicators for the analysis and assessment of the economic performance of the
business of public hospitals and lead to the transparency of budget spending. A model that
would be suited to the introduction in the public hospital is full cost allocation model based on
activities or processes that occur, known as the ABC method. Given that this is a calculation
of cost of services provided through various internal business processes, it is important to
identify all business processes in order to be able to calculate the costs incurred by services.
Although the hospital does not do business with the aim to make a profit, they must follow all
the costs (direct and indirect) to be able to calculate the full costs i.e. the price of the service
provided. In addition, the long-term sustainability of business activities in terms of funding
difficulties and the continuous growth of cost of services provided, hospitals must control and
reduce the cost of the program and specific activities. Therefore, the objective of this paper is
to point out the importance of business processes while introducing ABC method.
Keywords: Business Processes, Cost management, ABC method, Healthcare Institutions
1
This work has been fully supported by University of Zagreb funding the project “Business processes in the
implementation of cost management in healthcare system”, Any opinions, findings, and conclusions or
recommendations expressed in this paper are those of the authors and do not necessarily reflect the views of
University of Zagreb.
mailto:[email protected]
1 Introduction
In recent years, the efficiency of the management in health care services and the system of
quality in health care institutions significantly increased. Patients expect more from
healthcare providers and higher standards of care. At the same time, those who pay for
health services are increasingly concerned about the rising costs of health care services, but
also the potential ineffectiveness of the health care system. Consequently, there is a broad
interest in understanding the ways of efficient work of health care management and .
Business Process Management JournalBusiness process manageme.docxfelicidaddinwoodie
Business Process Management Journal
Business process management: a maturity assessment of Saudi Arabian
organizations
Omar AlShathry,
Article information:
To cite this document:
Omar AlShathry, (2016) "Business process management: a maturity assessment of Saudi Arabian
organizations", Business Process Management Journal, Vol. 22 Issue: 3, pp.507-521, https://
doi.org/10.1108/BPMJ-07-2015-0101
Permanent link to this document:
https://doi.org/10.1108/BPMJ-07-2015-0101
Downloaded on: 04 September 2018, At: 00:11 (PT)
References: this document contains references to 26 other documents.
To copy this document: [email protected]
The fulltext of this document has been downloaded 1083 times since 2016*
Users who downloaded this article also downloaded:
(2016),"Process improvement for professionalizing non-profit organizations: BPM approach",
Business Process Management Journal, Vol. 22 Iss 3 pp. 634-658 <a href="https://doi.org/10.1108/
BPMJ-08-2015-0114">https://doi.org/10.1108/BPMJ-08-2015-0114</a>
(2016),"Ownership relevance in aspect-oriented business process models", Business
Process Management Journal, Vol. 22 Iss 3 pp. 566-593 <a href="https://doi.org/10.1108/
BPMJ-01-2015-0006">https://doi.org/10.1108/BPMJ-01-2015-0006</a>
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*Related content and download information correct at time of download.
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Business process management:
a maturity assessment of Saudi
Arabian organizations
Omar AlShathry
Department of Information Systems,
Imam Mohammed Bin Saud University, Riyadh, Saudi Arabia
Abstract
Purpose – Business Process Management (BPM) has become increasingly common among organizations
in d.
Business Plan[Your Name], OwnerPurdue GlobalBUSINESS PLANDate.docxfelicidaddinwoodie
Business Plan[Your Name], Owner
Purdue Global
BUSINESS PLAN
Date
1. EXECUTIVE SUMMARY
1.1 Product
1.2 Customers
1.3 What Drives Us
2. COMPANY DESCRIPTION
2.1 Mission and Vision Statements
2.2 Principal Members at Startup (In Unit 7 you will expand on this section to include medium and long term personnel plans for all team members, including the line staff.)
2.2.1 Using chapter 10 of your text, write the plan, using the section in Chapter 10 that shows how to introduce each team member and describe their background and responsibilities. You will start with the leaders and managers, then discuss other employees as needed for your company to grow.
2.2.2 Use this spreadsheet to show the planning
Leaders/managers (unit 1)
When needed (number of months/years after opening)
Outside Services Needed
Key Functions
Add line staff (Unit 7)
2.3 Legal Structure
3. MARKET RESEARCH
3.1 Industry (from SBA, Business Guides by Industry, and Bureau of Labor Statistics)
3.1.1 Industry description
3.2.1 Resources used
3.2 Customers (from SBA site fill in worksheet, then use text for spreadsheets and follow-up explanations)
Add SBA part here:
Then, fill in spreadsheet using this example from the text:
Housewife:
Married Couple:
Age:
35–65
Age:
35–55
Income:
Fixed
Income:
Medium to high
Sex:
Female
Sex:
Male or Female
Family:
Children living at home
Family:
0 to 2 children
Geographic:
Suburban
Geographic:
Suburban
Occupation:
Housewife
Occupation:
Varies
Attitude:
Security minded
Attitude:
Security minded, energy conscious
Older Couple:
Elderly:
Age:
55–75
Age:
70+
Income:
High or fixed
Income:
Fixed
Sex:
Male or Female
Sex:
Male or Female
Family:
Empty nest
Family:
Empty nest
Geographic:
Suburban
Geographic:
Suburban
Occupation:
White-collar or retired
Occupation:
Retired
Attitude:
Security minded, energy conscious
Attitude:
Security minded, energy conscious
Explain who you are targeting and where they are located. Insert information here using these guidelines:
Information About Your Target Market – Narrow your target market to a manageable size. Many businesses make the mistake of trying to appeal to too many target markets. Research and include the following information about your market:
Distinguishing characteristics – What are the critical needs of your potential customers? Are those needs being met? What are the demographics of the group and where are they located? Are there any seasonal or cyclical purchasing trends that may impact your business?
Size of the primary target market – In addition to the size of your market, what data can you include about the annual purchases your market makes in your industry? What is the forecasted market growth for this group? For more information, see the market research guide for tips and free government resources that can help you build a market profile.
How much market share can you gain? – What is the market share.
Business PlanCover Page Name of Project, Contact Info, Da.docxfelicidaddinwoodie
Business Plan
Cover Page
Name of Project, Contact Info, Date
Picture/graphics
Table of Contents
Executive Summary
The Company
The Project
The Industry
The Market
Distribution
Risk Factors
Financing
Sources
List of sources, specific articles, and websites
I WILL PROVIDE MORE INFORMATION IN CHAT TO COMPLETE PROPOSAL.
.
Business Planning and Program Planning A strategic plan.docxfelicidaddinwoodie
This document discusses business planning and program planning. It explains that a strategic plan specifies how a program will achieve its objectives, while a business plan defines the path of a business and includes its organizational structure and financial projections. The document also discusses how the financial projection element of a business plan can impact a program's strategic planning process by influencing the program's budget. Finally, it notes that a program plan should include a funding request, as outlined in a business plan, to help secure necessary resources and facilitate achieving the program's goals and objectives.
Business Plan In your assigned journal, describe the entity you wil.docxfelicidaddinwoodie
Business Plan: In your assigned journal, describe the entity you will utilize and explain your decision.
Must be:
At required length or longer
Written in American English at graduate level
Received on or before the deadline
Must pass turn it in
Written in APA with references
.
Business Plan Part IVPart IV of the Business PlanPart IV of .docxfelicidaddinwoodie
Business Plan Part IV
Part IV of the Business Plan
Part IV of the business plan is due in week 7. Together with this part, you must show to your instructor that you have implemented the necessary corrections based on the part I feedback.
Part IV Requirements
1. Financials Plan
a. Present an in-depth narrative to demonstrate the viability of your business to justify the need for funding.
b. In this section describe financial estimates and rationale which include financial statements and forms that document the viability of your proposed business and its soundness as an investment.
c. Tables and figures must be introduced in the narrative.
i. Describe the form of business (sole-proprietor, LLC, or Corporation).
ii. Prepare three-year projections for income, expenses, and sources of funds.
iii. Base predictions on industry and historical trends.
iv. Make realistic assumptions.
v. Allow for funding changes at different stages of your company’s growth.
vi. Present a written rationale for your projections.
vii. Indicate your startup costs.
viii. Detail how startup funds will be used to advance your proposed business
ix. List current capital and any other sources of funding you may have
x. Document your calculations.
xi. Use reasonable estimates or actual data (where possible).
2. Continuous Improvement System
a. Present a brief summary of the continuous improvement processes that you will utilize for quality management (Six sigma, TQM, etc).
.
BUSINESS PLAN FORMAT Whether you plan to apply for a bu.docxfelicidaddinwoodie
BUSINESS PLAN FORMAT
Whether you plan to apply for a business loan or not, you need to have a roadmap or plan to get you from where you are to the successful operation of your business. The pages that follow demonstrate the content of a simple business plan which has been found to be successful in obtaining startup funds from banks. You are encouraged to use all or whatever portions of this fit your business.
Please DO NOT write page after page of drivel or copy from someone else’s plan or one of those templates you can find on the Internet. In most cases this will not “sound" like you, nor will it be short and to the point. Those who read these things are busy people and will not be inclined to spend time reading irrelevant paperwork.
Throughout this sample, there are
italicized
comments which are meant to guide you in preparation. If you follow this format it is reasonable to expect a finished document with 15-20 pages plus the supporting documents in the last section.
If you have good quality pictures of your space, products or other items, you might include them as another way to convey just what you plan to do. A map of your location, diagram of floor space, or other illustration is also sometimes helpful. On the other hand, do not add materials simply to “bulk-up” the report.
While content is critical, it is also important to make this presentation look as good as possible. For this course, you will create the business plan in Word and submit the plan and all attachments through the Assignment drop box. That means all attachments have to be in digital form. For a bank loan or an investor, you would normally provide them with a print version. Print the pages in black ink on a high quality tinted letterhead paper. Color is not necessary but would add some interest in headlines, etc. Bind the document in a presentation folder or with a spiral binding. Don’t simply punch a staple in the upper left corner.
If your were going to pursue a bank loan or an investor, it would be normal to take this business plan to your SCORE counselor for a review and critique.
NOTE: Before you begin your inspection of the simple plan outline which follows, take a moment to review the Business Plan Checklist on the next page.
BUSINESS PLAN CHECKLIST
By way of review, here is a concise list of the basic requirements for a Business Plan, as recommended by the MIT Enterprise Forum:
·
Appropriate Arrangement
- prepare an executive summary, a table of contents and chapters in the right order.
·
Right Length
- make it not too long and not too short, not too fancy and not too plain.
·
Expectations
- give a sense of what founder(s) and the company expect to accomplish three to seven years in the future.
·
Benefits
- explain in quantitative and qualitative terms the benefit to the consumer of the products and services.
·
Marketability
- present hard evidence of the mar.
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17 A CONCEPTUAL MODEL FOR MANAGED CULTURE CHANGEIn Chapt.docx
1. 17 A CONCEPTUAL MODEL FOR MANAGED CULTURE
CHANGE
In Chapter Sixteen, I reviewed all the ways in which culture can
and does change,
noting how leaders can influence these processes. However,
many of the mechanisms
described are either too slow or cannot be conveniently
implemented. Subcultural
diversity may not be sufficient, outsiders with the right new
assumptions may not be
available, and creating scandals or introducing new technology
may not be practical. How
then does a leader systematically set out to change how an
organization operates,
recognizing that such change may involve varying degrees of
culture change?
In this chapter, I will describe a model of planned, managed
change and discuss the
various principles that have to be taken into account if the
changes involve culture. It is
my experience that culture change is rarely the primary change
goal even though it is
2. announced as such. Instead, change occurs when leaders
perceive some problems that
need fixing or identify some new goals that need to be achieved.
Whether these changes
will involve culture change remains to be seen. In the context of
such organizational
changes, culture change may become involved, but the leader
must first understand the
general processes of organizational change before managed
culture change as such
becomes relevant.
The Psycho-Social Dynamics of Organizational Change
The fundamental assumptions underlying any change in a human
system are derived
originally from Kurt Lewin (1947). I have elaborated and
refined his basic model in my
studies of coercive persuasion, professional education, group
dynamics training, and
management development (Schein, 1961a, 1961b, 1964, 1972;
Schein and Bennis,
1965). This elaborated model is shown in Exhibit 17.1
Exhibit 17.1. The Stages of Learning/Change.
3. Stage 1 Unfreezing: Creating the Motivation to Change
Disconfirmation
Creation of survival anxiety or guilt
Creation of psychological safety to overcome learning anxiety
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Stage 2 Learning New Concepts, New Meanings for Old
Concepts, and New Standards for Judgment
Imitation of and identification with role models
Scanning for solutions and trial-and-error learning
Stage 3 Internalizing New Concepts, Meanings, and
Standards
Incorporation into self-concept and identity
Incorporation into ongoing relationships
4. All human systems attempt to maintain equilibrium and to
maximize their autonomy vis-
à-vis their environment. Coping, growth, and survival all
involve maintaining the integrity
of the system in the face of a changing environment that is
constantly causing varying
degrees of disequilibrium. The function of cognitive structures
such as concepts, beliefs,
attitudes, values, and assumptions is to organize the mass of
environmental stimuli, to
make sense of them, and to provide, thereby, a sense of
predictability and meaning to the
individual members (Weick, 1995; Weick and Sutcliffe, 2001).
The set of shared
assumptions that develop over time in groups and organizations
serves this stabilizing
and meaning-providing function. The evolution of culture is
therefore one of the ways in
which a group or organization preserves its integrity and
autonomy, differentiates itself
from the environment and other groups, and provides itself an
identity.
Unfreezing/Disconfirmation
If any part of the core cognitive structure is to change in more
5. than minor incremental
ways, the system must first experience enough disequilibrium to
force a coping process
that goes beyond just reinforcing the assumptions that are
already in place. Lewin called
the creation of such disequilibrium unfreezing, or creating a
motivation to change.
Unfreezing, as I have subsequently analyzed it, is composed of
three very different
processes, each of which must be present to a certain degree for
the system to develop any
motivation to change: (1) enough disconfirming data to cause
serious discomfort and
disequilibrium; (2) the connection of the disconfirming data to
important goals and
•
•
•
•
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6. ideals, causing anxiety and/or guilt; and (3) enough
psychological safety, in the sense of
being able to see a possibility of solving the problem and
learning something new without
loss of identity or integrity (Schein, 1980, 2009b).
Transformative change implies that the person or group that is
the target of change must
unlearn something as well as learning something new. Most of
the difficulties of such
change have to do with the unlearning because what we have
learned has become
embedded in various routines and may have become part of our
personal and group
identity. The key to understanding “resistance to change” is to
recognize that some
behavior that has become dysfunctional for us may,
nevertheless, be difficult to give up
and replace because it serves other positive functions.
Psychotherapists call
this “secondary gain” as an explanation of why we sometimes
continue to live with our
neurotic behavior.
7. Disconfirmation is any information that shows the organization
that some of its goals are
not being met or that some of its processes are not
accomplishing what they are supposed
to: sales are off, customer complaints are up, products with
quality problems are returned
more frequently, managers and employees are quitting in greater
numbers than usual,
employees are sick or absent more and more, and so on.
Disconfirming information can
be economic, political, social, or personal—as when a
charismatic leader chides a group
for not living up to its own ideals and thereby induces guilt.
Scandals or embarrassing
leaks of information are often the most powerful kind of
disconfirmation. However, the
information is usually only symptomatic. It does not
automatically tell the organization
what the underlying problem might be, but it creates
disequilibrium in pointing out that
something is wrong somewhere. It makes members of the
organization uncomfortable
and anxious—a state that we can think of as survival anxiety in
that it implies that unless
8. we change, something bad will happen to the individual, the
group, and/or the
organization.
Survival anxiety does not, by itself, automatically produce a
motivation to change because
members of the organization can deny the validity of the
information or rationalize that it
is irrelevant. For example, if employee turnover suddenly
increases, leaders or
organization members can say, “It is only the bad people who
are leaving, the ones we
don't want anyway.” Or if sales are down, it is possible to say,
“This is only a reflection of
a minor recession.”
What makes this level of denial and repression likely is the fact
that the prospect of
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learning new ways of perceiving, thinking, feeling, and
behaving also creates anxiety—
9. what we can think of as learning anxiety, a feeling that “I
cannot learn new behaviors or
adopt new attitudes without losing a feeling of self-esteem or
group membership.” The
reduction of this learning anxiety is the third and most
important component of
unfreezing—the creation of psychological safety. The learner
must come to feel that the
new way of being is possible and achievable, and that the
learning process itself will not
be too anxiety provoking or demeaning.
For example, in the case of Amoco, the new reward and control
system required
engineers to change their self-image from being members of an
organization to being self-
employed consultants who now had to sell their services. The
Amoco engineers simply
could not imagine how they could function as freelance
consultants; they had no skills
along those lines. In the case of the Alpha Power Company, the
electrical workers had to
change their self-image from being employees who heroically
kept power and heat on to
10. being responsible stewards of the environment, preventing and
cleaning up spills
produced by their trucks or transformers. The new rules
required them to report
incidents that might be embarrassing to their group, and even to
report on each other if
they observed environmentally irresponsible behavior in fellow
workers. But they were in
a panic because they did not know how to diagnose
environmentally dangerous
conditions—how to determine, for example, whether a spill
required a simple mop-up or
was full of dangerous chemicals such as PCBs, or whether a
basement was merely dusty
or was filled with asbestos dust.
Sometimes disconfirming data have existed for a long time but
because of a lack of
psychological safety, the organization has avoided anxiety or
guilt by denying the data's
relevance, validity, or even its existence. It is our capacity both
as individuals and as
organizations to deny or even repress disconfirming data that
makes whistle blowing or
scandals such powerful change motivators. The failure to pay
11. attention to disconfirming
data occurs at two levels—leaders who are in a position to act
deny or repress the data for
personal psychological reasons, and/or the information is
available in various parts of the
organization but is suppressed in various ways. In the analysis
of accidents, it is routinely
found that some employees had observed various hazards and
did not report them, were
not listened to, or were actually encouraged to suppress their
observations (Gerstein,
2008; Perin, 2005). The organizational dynamic is to deny
information because to
accept it would compromise the ability to achieve other values
or goals, or would damage
the self-esteem or face of the organization itself.
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Survival Anxiety Versus Learning Anxiety
If the disconfirming data “get through” the learners’ denial and
12. defensiveness, they will
recognize the need to change, the need to give up some old
habits and ways of thinking,
and the need to learn some new habits and ways of thinking.
However, this produces
learning anxiety. The interaction of these two anxieties creates
the complex dynamics of
change.
The easiest way to illustrate this dynamic is in terms of learning
a new stroke in tennis or
golf. The process starts with disconfirmation—you are not
beating some of the people you
are used to beating, or your aspirations for a better score or a
better-looking game are not
met, so you feel the need to improve your game. But, as you
contemplate the actual
process of unlearning your old stroke and developing a new
stroke, you realize that you
may not be able to do it, or you may be temporarily incompetent
during the learning
process. These feelings are “learning anxiety.” Similar feelings
arise in the cultural area
when the new learning involves becoming computer competent;
changing your
13. supervisory style; transforming competitive relationships into
teamwork and
collaboration; changing from a high-quality, high-cost strategy
into becoming the low-
cost producer; moving from engineering domination and product
orientation to a
marketing and customer orientation; learning to work in
nonhierarchical diffuse
networks; and so on.
It is important to understand that learning anxiety can be based
on one or more valid
reasons:
Fear of loss of power or position: The fear that with new
learning, we will have
less power or status than we had before.
Fear of temporary incompetence: During the learning process,
we will be
unable to feel competent because we have given up the old way
and have not yet
mastered the new way. The best examples come from the efforts
to learn to use
computers.
14. Fear of punishment for incompetence: If it takes a long time to
learn the new
way of thinking and doing things, we fear that we will be
punished for lack of
productivity. In the computer arena, there are some striking
cases in which
employees never learned the new system sufficiently to take
advantage of its
potential because they felt they had to remain productive and
thus spent insufficient
•
•
•
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time on the new learning.
Fear of loss of personal identity: We may not want to be the
kind of people that
the new way of working would require us to be. For example, in
the early days of the
15. break-up of the Bell System, many old-time employees left
because they could not
accept the identity of being a member of a hard-driving, cost-
conscious organization
that “would take phones away from consumers who could not
afford them.” Some
electrical workers in Alpha Power resigned or retired because
they could not stand
the self-image of being environmental stewards.
Fear of loss of group membership: The shared assumptions that
make up a
culture also identify who is in and who is out of the group. If by
developing new ways
of thinking or new behavior, we will become a deviant in our
group, we may be
rejected or even ostracized. This fear is perhaps the most
difficult to overcome
because it requires the whole group to change its ways of
thinking and its norms of
inclusion and exclusion.
One or more of these forces lead to what we end up calling
resistance to change. It is
usually glibly attributed to “human nature,” but as I have tried
16. to indicate, it is actually a
rational response to many situations that require people to
change. As long as learning
anxiety remains high, an individual will be motivated to resist
the validity of the
disconfirming data or will invent various excuses why he or she
cannot really engage in a
transformative learning process right now. These responses
come in the following stages
(Coghlan, 1996):
Denial: Convincing ourselves that the disconfirming data are
not valid, are
temporary, don't really count, reflect someone just crying
“wolf,” and so on.
Scapegoating, passing the buck, dodging: Convincing ourselves
that the cause
is in some other department, that the data do not apply to us,
and that others need to
change first.
Maneuvering, bargaining: Wanting special compensation for the
effort to make
the change; wanting to be convinced that it is in our own
interest, and will be of long-
17. range benefit.
Given all of these bases of resistance to change, how then does
the change leader create
the conditions for transformative change? Two principles come
into play:
•
•
1.
2.
3.
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Principle 1: Survival anxiety or guilt must be greater than
learning anxiety.
Principle 2: Learning anxiety must be reduced rather than
increasing survival
anxiety.
From the change leader's point of view, it might seem obvious
that the way to motivate
18. learning is simply to increase the survival anxiety or guilt. The
problem with that
approach is that greater threat or guilt may simply increase
defensiveness to avoid the
threat or pain of the learning process. And that logic leads to
the key insight about
transformative change embodied in Principle 2: The change
leader must reduce learning
anxiety by increasing the learner's sense of psychological
safety—the third component of
unfreezing.
How to Create Psychological Safety
Creating psychological safety for organizational members who
are undergoing
transformational learning involves eight activities that must be
carried on almost
simultaneously. They are listed chronologically, but the change
leader must be prepared
to implement all of them.
A compelling positive vision: The targets of change must
believe that the
organization will be better off if they learn the new way of
thinking and working.
19. Such a vision must be articulated and widely held by senior
management and must
spell out in clear behavioral terms what “the new way of
working” will be. It must
also be recognized that this new way of working is
nonnegotiable.
Formal training: If the new way of working requires new
knowledge and skill,
members must be provided with the necessary formal and
informal training. For
example, if the new way of working requires teamwork, then
formal training on team
building and maintenance must be provided. As we will see, this
will be especially
relevant in multicultural groups.
Involvement of the learner: If the formal training is to take
hold, the learners
must have a sense that they can manage their own informal
learning process. Each
learner will learn in a slightly different way, so it is essential to
involve learners in
designing their own optimal learning process. The goals of
learning are
20. nonnegotiable, but the method of learning can be highly
individualized.
Informal training of relevant “family” groups, and teams:
Because cultural
assumptions are embedded in groups, informal training and
practice must be
•
•
1.
2.
3.
4.
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provided to whole groups so that new norms and new
assumptions can be jointly
built. Learners should not feel like deviants if they decide to
engage in the new
learning.
21. Practice fields, coaches, and feedback: Learners cannot learn
something
fundamentally new if they don't have the time, the resources,
the coaching, and valid
feedback on how they are doing. Practice fields are particularly
important so that
learners can make mistakes without disrupting the organization.
Positive role models: The new way of thinking and behaving
may be so different
from what learners are used to that they may need to be able to
see what it looks like
before they can imagine themselves doing it. They must be able
to see the new
behavior and attitudes in others with whom they can identify.
Support groups in which learning problems can be aired and
discussed:
Learners need to be able to talk about their frustrations and
difficulties in learning
with others who are experiencing similar difficulties so that
they can support each
other and jointly learn new ways of dealing with the
difficulties.
Systems and structures that are consistent with the new way of
22. thinking
and working: For example, if the goal of the change program is
to learn how to be
more of a team player, the reward system must be group
oriented, the discipline
system must punish individually aggressive selfish behavior,
and the organizational
structures must make it possible to work as a team.
Most transformational change programs fail because they do not
create the eight
conditions outlined here. And when we consider the difficulty
of achieving all eight
conditions and the energy and resources that have to be
expended to achieve them, it is
small wonder that changes are often short-lived or never get
going at all. On the other
hand, when an organization sets out to really transform itself by
creating psychological
safety, real and significant changes can be achieved.
When and how does culture become involved? The
disconfirming data are only
symptoms, which should trigger some diagnostic work, focusing
on the underlying
23. problem or issue that needs to be addressed. Before we even
start to think about culture,
we need to (1) have a clear definition of the operational
problem or issue that started the
change process, and to (2) formulate specific new behavioral
goals. It is in this analysis
that we may first encounter the need for some culture
assessment to determine to what
degree cultural elements are involved in the problem situation.
At this point, an
assessment of the kind I will describe in the next chapter first
becomes relevant. It should
5.
6.
7.
8.
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not be undertaken, however, until some effort has been made to
identify what changes
24. are going to be made, what the “new way of working” will be to
fix the problem, and how
difficult and anxiety-provoking the learning of the “new way”
will be (Coutu, 2002;
Schein, 2009b).
After the desired changes have been made behaviorally specific,
it is now relevant to
ask: “How will the existing culture help us or hinder us?” Some
form of cultural
assessment now becomes relevant and will be described in
detail in the next chapter. The
remainder of this chapter must now examine how change
actually takes place.
Cognitive Restructuring
After an organization has been unfrozen, the change process
proceeds along a number of
different lines that reflect either new learning, through trial and
error based on scanning
the environment broadly, or imitation of role models, based on
psychological
identification with the role model. The Amoco change initiative
to redefine the roles of
the engineers falls into the scanning model in that engineers had
25. to figure out for
themselves how to make the transition to the consulting role.
Alpha's program of
environmental responsibility was primarily a case of teaching
employees how to follow
procedures based on extensive training, which is based more on
identification with role
models. In either case, the essence of the new learning is some
“cognitive redefinition” of
some of the core concepts in the assumption set. For example,
when companies which
assume that they are lifetime employers who never lay anyone
off are faced with the
economic necessity to reduce payroll costs, they cognitively
redefine layoffs
as “transitions” or “early retirements,” make the transition
packages very generous,
provide long periods of time during which the employees can
seek alternative
employment, offer extensive counseling, provide outplacement
services, and so on, all to
preserve the assumption that “we treat our people fairly and
well.” This process is more
than rationalization. It is a genuine cognitive redefinition on the
26. part of the senior
management of the organization and is viewed ultimately as
“restructuring.”
Most change processes emphasize the need for behavior change.
Such change is
important in laying the groundwork for cognitive redefinition,
but behavior change alone
will not last unless it is accompanied by cognitive redefinition.
For example, the Alpha
environmental program began with the enforcement of rules but
eventually became
internalized as employees cognitively redefined their job/role
and their identity. Some
engineers at Amoco were able to redefine their self-image
quickly and become
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comfortable with the new job structure.
Behavior change can be coerced at the beginning of a change
program, but it will not last
27. after the coercive force is lifted unless cognitive redefinition
has preceded or
accompanied it. Some change theories (for example, Festinger,
1957) argue that if
behavior change is coerced for a long enough period of time,
cognitive structures will
adapt to rationalize the behavior change that is occurring. The
evidence for this is not
clear, however, as recent developments in former Communist
countries reveal. People
living under communism did not automatically become
Communists even though they
were coerced for fifty years or more.
Learning New Concepts and New Meanings for Old
Concepts
If someone has been trained to think in a certain way and has
been a member of a group
that has also thought that way, how can that person imagine
changing to a new way of
thinking? As pointed out earlier, if you were an engineer in
Amoco, you would have been
a member of a division working as an expert technical resource
with a clear career line
and a single boss. In the new structure of a centralized
28. engineering group “selling its
services for set fees,” you were now asked to think of yourself
as a member of a consulting
organization selling its services to customers who could
purchase those services
elsewhere if they did not like your deal. For you to make such a
transformation would
required you to develop several new concepts—“freelance
consultant,” “selling services
for a fee,” and “competing with outsiders who could underbid
you.” In addition, you
would have to learn a new meaning for the concept of what it
meant to be an “engineer”
and what it meant to be an “employee of Amoco.” You would
have to learn a new reward
system—that you would now be paid and promoted based on
your ability to bring in
work. You would have to learn to see yourself as much as a
salesman as an engineer. You
would have to define your career in different terms and learn to
work for lots of different
bosses.
Along with new concepts would come new standards of
evaluation. Whereas in the
29. former structure you were evaluated largely on the quality of
your work, now you had to
estimate more accurately just how many days a given job would
take, what quality level
could be achieved in that time, and what it would cost if you
tried for the higher-quality
standard you were used to. This might require a whole new set
of skills of how to make
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estimates and create accurate budgets.
If standards do not shift, problems do not get solved. The
computer designers at DEC
who tried to develop products competitive with the IBM PC
never changed their
standards for evaluating what a customer expected. They over-
designed the products,
building in far too many bells and whistles, which made them
too expensive.
Imitation and Identification Versus Scanning and Trial-and-
30. Error Learning
As I stated at the outset of this section, there are basically two
mechanisms by which we
learn new concepts, new meanings for old concepts, and new
standards of evaluation—
either we learn through imitating a role model and
psychologically identifying with that
person, or we keep inventing our own solutions until something
works. The leader as
change manager has a choice as to which mechanism to
encourage. Imitation and
identification work best when (1) it is clear what the new way
of working is to be, and
when (2) the concepts to be taught are themselves clear. For
example, the leader
can “walk the talk” in the sense of making himself or herself a
role model of the new
behavior that is expected. As part of a training program, the
leader can provide role
models through case materials, films, role-plays, or simulations.
Learners who have
acquired the new concepts can be brought in to encourage others
to get to know how they
did it. This mechanism is also the most efficient, but has the
31. risk that what the learner
learns does not integrate well into his or her personality or is
not acceptable to the groups
he or she belongs to. This means that the new learning may not
be internalized, and the
learner will revert to prior behavior after the coercive pressure
to perform is no longer
there.
If the change leader wants us to learn things that really fit into
our personality, then we
must learn to scan our environment and develop our own
solutions. For example, Amoco
could have developed a training program for how to be a
consultant, built around
engineers who had made the shift successfully. However, senior
management felt that
such a shift was so personal that they decided merely to create
the structure and the
incentives but to let individual engineers figure out for
themselves how they wanted to
manage the new kinds of relationships. In some cases, this
meant people leaving the
organization. But those engineers who learned from their own
experience how to be
32. consultants genuinely evolved to a new kind of career that they
integrated into their total
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lives.
The general principle here is that the leader as change manager
must be clear about the
ultimate goals—the new way of working that is to be
achieved—but that does not
necessarily imply that everyone will get to that goal in the same
way. Involvement of the
learner does not imply that the learner has a choice about the
ultimate goals, but it does
imply that he or she has a choice of the means to get there.
Refreezing
The final step in any given change process is refreezing, by
which Lewin meant that the
new learning will not stabilize until it is reinforced by actual
results. The Alpha employees
33. discovered that not only could they deal with environmental
hazards but that it was
satisfying and worthwhile to do so, hence they internalized the
attitude that a clean and
safe environment was in everyone's interest even if it meant
slowing jobs down when a
hazard was encountered. If the change leaders have correctly
diagnosed what behavior is
needed to fix the problems that launched the change program,
then the new behavior will
produce better results and be confirmed.
If it turns out that the new behavior does not produce better
results, this information will
be perceived as disconfirming information and will launch a
new change process. Human
systems are, therefore, potentially in perpetual flux, and the
more dynamic the
environment becomes, the more that may require an almost
perpetual change and
learning process.
Principles in Regard to Culture Change
When an organization encounters disconfirming information and
launches a change
34. program, it is not clear at the outset whether culture change will
be involved and how the
culture will aid or hinder the change program. To clarify these
issues, a culture
assessment process of the kind described in the next chapter
becomes appropriate.
However, it is generally better to be very clear about the change
goals before launching
the culture assessment.
Principle 3: The change goal must be defined concretely in
terms of the specific
problem you are trying to fix, not as “culture change.”
For example, in the Alpha Power Company case, the court said
that the company had
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to become more environmentally responsible and more open in
its reporting. The
change goal was to get employees (1) to become more aware of
environmental
35. hazards, (2) to report them immediately to the appropriate
agencies, (3) to learn how
to clean up the hazardous conditions, and (4) to learn how to
prevent spills and other
hazards from occurring in the first place. Whether or not the
“culture” needed to be
changed was not known when the change program was
launched. Only as specific
goals were identified could the change leaders determine
whether or not cultural
elements would aid or hinder the change. In fact, it turned out
that large portions of
the culture could be used positively to change some specific
elements in the culture
that did have to be changed. The fact that the entire workforce
could be trained
immediately in how to identify hazards and what to do about
them was a reflection of
the highly structured, technical, autocratic Alpha culture. The
bulk of the existing
culture was used to change some peripheral cultural elements.
One of the biggest mistakes that leaders make when they
undertake change
initiatives is to be vague about their change goals and to assume
36. that “culture
change” would be needed. When someone asks me to help him
or her with a “culture
change program,” my most important initial question is “What
do you mean? Can
you explain your goals without using the word ‘culture’?”
Principle 4: Old cultural elements can be destroyed by
eliminating the people
who “carry” those elements, but new cultural elements can only
be learned if the new
behavior leads to success and satisfaction.
Once a culture exists, once an organization has had some period
of success and
stability, the culture cannot be changed directly unless the
group itself is dismantled.
A leader can impose new ways of doing things, can articulate
new goals and means,
and can change reward and control systems, but none of those
changes will produce
culture change unless the new way of doing things actually
works better and provides
the members a new set of shared experiences that eventually
lead to culture change.
37. Principle 5: Culture change is always transformative change
that requires a period
of unlearning that is psychologically painful.
Many kinds of changes that leaders impose on their
organizations require only new
learning and therefore will not be resisted. These are usually
new behaviors that make it
easier to do what we want to do anyway, such as learning a new
software program to
make our work on the computer more efficient. However, once
we are adults and once
our organizations have developed routines and processes that we
have become used to,
•
•
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we may find that new proposed ways of doing things look like
they will be hard to learn or
will make us feel inadequate in various ways. We may feel
38. comfortable with our present
software and may feel that to learn a new system is not worth
the effort. The change
leader therefore needs a model of change that includes
“unlearning” as a legitimate stage
and that can deal with transformations, not just enhancements.
Summary and Conclusions
Culture change inevitably involves unlearning as well as
relearning and is, therefore, by
definition, transformative. This chapter describes a general
change model that
acknowledges from the outset the difficulty of launching any
transformative change
because of the anxiety associated with new learning. The change
process starts with
disconfirmation, which produces survival anxiety or guilt—the
feeling that we must
change—but the learning anxiety associated with having to
change our competencies, our
role or power position, our identity elements, and possibly our
group membership causes
denial and resistance to change. The only way to overcome such
resistance is to reduce
39. the learning anxiety by making the learner feel “psychologically
safe.” The conditions for
creating psychological safety were described. If new learning
occurs, it usually
reflects “cognitive redefinition,” which consists of learning new
concepts, learning new
meanings for old concepts, and adopting new standards of
evaluation. Such new learning
occurs either through identification with role models or through
trial-and-error learning
based on scanning the environment.
The change goals should initially be focused on the concrete
problems to be fixed; and
only when those goals are clear is it appropriate to do a culture
assessment to determine
how the culture will aid or hinder the change process. How such
a culture assessment
would be done is the topic of the next chapter.
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40. 18 CULTURE ASSESSMENT AS PART OF MANAGED
ORGANIZATIONAL CHANGE
Chapters Sixteen and Seventeen described the various ways in
which cultures evolve
and change. Many of those changes are stimulated by leadership
behavior such as
promoting people with certain kinds of values and beliefs. When
those kinds of activities
are too slow, as when an organization is facing the need for
rapid change, executive
leaders turn to a managed change process, using the change
model described in the
previous chapter and the processes that are elaborated in my
book, Corporate Culture
Survival Guide, 2d Ed. (2009b). As was pointed out, culture
will become implicated in
such changes and sometimes becomes the direct target of
change. It becomes necessary,
then, to have a way of assessing culture rapidly so that the
change leaders can determine
how cultural elements will help them, will hinder them, or will
become change targets in
their own right.
41. Rapid Deciphering—A Multistep Group Process
The process that I will describe is designed to give the leaders
of a change process a rapid
way of deciphering elements of their own culture so that they
can assess its relevance to
their change program. I have often been asked to design a
survey or do an interview
program in this context and have always argued that this is
neither necessary nor
desirable. The group interview process described next is both
faster and more valid
because an interactive process gets to shared assumptions more
quickly. This process is
most useful in the context of a change program in which the
change goals have already
been made explicit so that the culture can be assessed as a
potential aid or hindrance to
the change program (Schein, 2009b). Without the change focus,
this process can seem
boring and pointless.
If I am asked to do a culture assessment, I always ask, “Why do
you want to do
this?” “What problem are you trying to solve?” “What do you
mean by culture, and why
42. do you think a culture assessment would be useful.” The
answers typically reveal some
change agenda that the client has, and it is important to get the
client to specify clearly
what that change agenda is. After the client has identified in
concrete terms what the
desired “new way of working” is, the culture assessment can
then be done rapidly
(Schein, 2009b).
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The essence of the assessment process is to bring together one
or more representative
groups in the organization, provide them a model of how to
think about organizational
culture and subcultures, and then ask them to identify the main
artifacts, the espoused
values, and the shared tacit assumptions, with an outsider
playing the role of facilitator,
documenter, and, when necessary, gadfly and question asker. A
43. member of the
organization in a leader role can be the facilitator, as long as it
is not his or her own
department and as long as he or she has an understanding of
how culture works. This
kind of assessment is based on several key assumptions:
Culture is a set of shared assumptions; hence, obtaining the
initial data in a group
setting is more appropriate and valid than conducting individual
interviews.
The contextual meaning of cultural assumptions can only be
fully understood by
members of the culture; hence, creating a vehicle for their
understanding is more
important than for the researcher or consultant to obtain that
understanding.
Not all parts of a culture are relevant to any given issue the
organization may be
facing; hence, attempting to study an entire culture in all of its
facets is not only
impractical but also usually inappropriate.
Insiders are capable of understanding and making explicit the
shared tacit
44. assumptions that make up the culture, but they need outsider
help in this process.
The helper/consultant should therefore operate primarily from a
process-consulting
model and should avoid, as much as possible, becoming an
expert on the content of
any given group's culture (Schein, 1999a, 2009a).
Some cultural assumptions will be perceived as helping the
organization to achieve
its change goals or resolving its current issues, while others will
be perceived as
constraints or barriers; hence it is important for the group
members to have a
process that allows them to sort cultural assumptions into both
of these categories.
Changes in organizational practices to solve the problems that
initiated the culture
assessment can usually be achieved by building on existing
assumptions; that is, the
culture-deciphering process often reveals that new practices not
only can be derived
from the existing culture, but should be.
If changes in the culture are discovered to be necessary, those
changes will rarely
45. involve the entire culture; it will almost always be a matter of
changing one or two
assumptions. Only rarely does the basic paradigm have to
change, but if it does, the
organization faces a multiyear major change process.
•
•
•
•
•
•
•
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Step One: Obtaining Leadership Commitment
Deciphering cultural assumptions and evaluating their relevance
to some organizational
46. change program must be viewed as a major intervention in the
organization's life and,
therefore, must only be undertaken with the full understanding
and consent of the formal
leaders of the organization. This means not only probing why
the leaders in an
organization want to do this assessment but also fully
describing the process and its
potential consequences to obtain their full commitment to the
group meetings that will be
involved.
Step Two: Selecting Groups for Self-Assessment
The next step is for the facilitator to work with the formal
leaders to determine how best
to select some groups representative of the corporate culture.
The criteria for selection
usually depend on the concrete nature of the problem to be
solved. Groups can either be
homogeneous with respect to a given department or rank level
or made deliberately
heterogeneous by selecting diagonal slices from the
organization. The group can be as
small as three and as large as thirty. If important subcultures are
believed to be
47. operating, the process can be repeated with several different
groups or samples of
members can be brought in from different groups in order to
test, in the meetings,
whether the assumed differences exist.
The composition of the group is further determined by the client
leaders’ perceptions of
the level of trust and openness in the organization, especially in
regard to deciding
whether senior people who might inhibit the discussion should
be present. On the one
hand, it is desirable to have a fairly open discussion, which
might mean not mixing rank
levels. On the other hand, it is critical to determine the extent to
which the assumptions
that eventually come out in the group meetings are shared
across hierarchical levels,
which argues for mixed rank groups. Because the level of trust
and openness across
various boundaries is itself a cultural characteristic, it is best to
start with a
heterogeneous group and let the group experience the extent to
which certain areas of
48. communication are or are not inhibited by the presence of
others. Because authority
relationships and level of intimacy are primary cultural
dimensions, the process of group
selection with insiders will itself reveal some important
elements of the culture. The
consultant/facilitator should use his or her interactions with
members of the client
system as diagnostic data throughout this planning process.
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After groups have been chosen, the formal leader should inform
the groups of the
purpose of the meetings, review his or her conversations with
the facilitator, and explain
the basis on which people were chosen to attend. Just being
summoned to a meeting to
do a culture assessment is too vague. The participants must
know what change problems
are being worked on, and they must become aware that the
leaders are committed to the
49. assessment process. The leader should emphasize that openness
and candor are needed,
and that culture is not good or bad.
Step Three: Selecting an Appropriate Setting for the Group
Self-Assessment
The group meeting should stimulate perceptions, thoughts, and
feelings that are
ordinarily implicit. The room in which the meeting is to be held
must therefore be
comfortable, allow people to sit in a circular format, and permit
the hanging of many
sheets of flip chart paper on which cultural elements will be
written. In addition there
should be available a set of breakout rooms in which subgroups
can meet, especially if the
basic group is larger than fifteen or so participants.
Step Four: Explaining the Purpose of the Group Meeting
(15 mins.)
The meeting should start with a statement of the purpose of the
meeting by someone
from the organization who is perceived to be in a leadership or
authority role, so that
openness of response is encouraged. The organizational change
50. problem should be
clearly stated and written down, allowing for questions and
discussion. The purpose of
this step is not only to be clear as to why this meeting is being
held but also to begin to
get the group involved in the process.
The insider then introduces the process consultant as the
“facilitator who will help us to
conduct an assessment of how our organization's culture will
help or constrain us in
solving the problem or resolving the issue we have identified.”
The process consultant can
be an outsider, a member of the organization who is part of a
staff group devoted to
providing internal consulting services, or even a leader from
another department if he or
she is familiar with how culture works and is familiar with this
group process.
Step Five: A Short Lecture on How to Think About Culture
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51. (15 mins.)
It is essential for the group to understand that culture manifests
itself at the level of
artifacts and espoused values, but that the goal is to try to
decipher the shared tacit
assumptions that lie at a lower level of consciousness. The
consultant should, therefore,
present the three-level model of assumptions, espoused values,
and basic assumptions
shown in Chapter Two, and ensure that everyone understands
that culture is a learned
set of assumptions based on a group's shared history. It is
important for the group to
understand that what they are about to assess is a product of
their own history and that
the culture's stability rests on the organization's past success.
Step Six: Eliciting Descriptions of the Artifacts (60 mins.)
The process consultant then tells the group that they are going
to start by describing the
culture through its artifacts. A useful way to begin is to find out
who has joined the group
most recently and ask that person what it felt like to enter the
52. organization and what she
or he noticed most upon entering it. Everything mentioned is
written down on a flip
chart, and as the pages are filled, they are torn off and hung on
the wall so that everything
remains visible.
If group members are active in supplying information, the
facilitator can stay relatively
quiet, but if the group needs priming, the facilitator should
suggest categories such as
dress codes, desired modes of behavior in addressing the boss,
the physical layout of the
workplace, how time and space are used, what kinds of
emotions someone would notice,
how people get rewarded and punished, how someone gets
ahead in the organization,
how decisions are made, how conflicts and disagreements are
handled, how work and
family life are balanced, and so forth. The facilitator can use
the categories reviewed in
Chapters Five and Six to ensure that many different area of how
things are done in the
organization get discussed, but it is important not to give out
such a list before a
53. spontaneous group discussion has occurred because it may bias
the group's perception of
what is important. The consultant does not know initially what
areas of the culture are
especially salient and relevant and so should not bias the
process of deciphering by
providing a checklist. Noting later what areas do not come out
spontaneously can itself be
an indicator of cultural characteristics that are important but
difficult to talk about.
This process should continue for about one hour or until the
group clearly runs dry, and
it should produce a long list of artifacts covering all sorts of
areas of the group's life.
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Being visually surrounded by the description of their own
artifacts is a necessary
condition for the group to begin to stimulate its own deeper
layers of thinking about what
54. assumptions its members share.
Step Seven: Identifying Espoused Values (15–30 mins.)
The question that elicits artifacts is “What is going on here?”
By contrast, the question
that elicits espoused values is “Why are you doing what you are
doing?” It is often the
case that values will already have been mentioned during the
discussion of artifacts so
these should be written down on different pages. To elicit
further values, I pick an area of
artifacts that is clearly of interest to the group and ask people to
articulate the reasons
why they do what they do. For example, if they have said that
the place is very informal
and that there are few status symbols, I ask why. This usually
elicits value statements
such as “We value problem solving more than formal authority”
or “We think that a lot of
communication is a good thing” or even “We don't believe that
bosses should have more
rights than subordinates.”
As values or beliefs are stated, I check for consensus; if there
appears to be consensus, I
55. write down the values or beliefs on the new chart pad. If
members disagree, I explore why
by asking whether this is a matter of different subgroups having
different values or there
is genuine lack of consensus, in which case the item goes on the
list with a question mark
to remind us to revisit it. I encourage the group to look at all
the artifacts they have
identified and to figure out as best they can what values seem to
be implied. If I see some
obvious values that they have not named, I will suggest them as
possibilities—but in a
spirit of joint inquiry, not as an expert conducting a content
analysis of their data. After
we have a list of values to look at, we are ready to push on to
underlying assumptions.
Step Eight: Identifying Shared Underlying Assumptions
(15–30 mins.)
The key to getting at the underlying assumptions is to check
whether the espoused values
that have been identified really explain all of the artifacts or
whether things that have
been described as going on have clearly not been explained or
are in actual conflict with
56. some of the values articulated. For example, the members of a
group from Apple
Computer conducted some cultural assessments in the 1980s for
the purpose of
identifying how their rate of growth would impact their
organizational structure and
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needs for physical expansion. On the list of artifacts, they noted
that they spend a great
deal of time in planning and in documenting the plans, but that
the plans usually got
overridden by the needs of a here-and-now crisis. They had put
planning on their list of
espoused values and felt genuinely puzzled and ashamed that
they followed through so
little on the plans they had made. This raised the whole issue of
how time was perceived,
and, after some discussion, the group members agreed that they
operated from a deeper
shared assumption that could best be stated as “Only the present
57. counts.” Once they
stated the assumption in this form, they immediately saw on
their own artifact list other
items that confirmed this and thought of several new artifacts
that further reinforced
their orientation toward and preoccupation with the immediate
present.
The same group identified many different informal activities
that members engaged in,
including parties at the end of workdays, celebrations when
products were launched,
birthday parties for employees, joint travel to recreational areas
such as ski resorts, and
so on. The value they espoused was that they liked being with
each other. But as we
pondered the data, it became clear that a deeper assumption was
involved,
namely, “Business can and should be more than making money;
it can and should be fun
as well.” Once this assumption was articulated, it immediately
led the group to realize
that a further assumption was operating: “Business not only
should be more than just
making money; it can and should be socially significant.”
58. The latter assumption reminded the group members of a whole
other set of artifacts
concerning the value they put on their products, why they liked
some products better
than others, why they valued some of their engineers more than
others, how their
founders had articulated their original values, and so on. A
whole new issue was raised
about the pros and cons of selling to the government and to the
defense industries versus
continuing to focus on the education sector.
Once assumptions are made conscious, this usually triggers a
whole new set of insights
and begins to make sense of a whole range of things that
previously had not made sense.
Sometimes assumptions reconcile what the group may have
perceived as value conflicts.
For example, in doing this exercise, a group of human resource
professionals at an
insurance company identified as an important value “becoming
more innovative and
taking more risks as the environment changes,” but the members
could not reconcile this
59. goal with the fact that very little actual innovation was taking
place. In pushing deeper to
the assumption level, they realized that throughout its history,
the company had operated
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on two very central assumptions about human behavior: (1)
People work best when they
are given clear rules to cover all situations (among the artifacts
the group had listed was
a “mile-long shelf of procedure manuals”), and (2) people like
immediate feedback and
will not obey rules unless rule violation is immediately
punished. Once the group stated
these tacit assumptions, they realized that those assumptions
were driving their behavior
far more than the espoused value of innovation and risk taking.
Not only was there no
real positive incentive for innovating, in fact, it was risky
because any false steps would
immediately be punished. Another example was the previously
60. cited case of the
engineering group at HP that discovered that the espoused
values of “teamwork”
and “being nice to each other” were overruled by the tacit
assumption that individualistic
competitive behavior was the way to get things done and get
ahead.
As assumptions surface, the facilitator should test for consensus
and then write them
down on a separate list. This list becomes important as the
visible articulation of the
cultural essences that have been identified. This phase of the
exercise is finished when the
group and the facilitator feel that they have identified most of
the critical assumption
areas, and participants are now clear on what an assumption is.
Step Nine: Identifying Cultural Aids and Hindrances (30–60
mins.)
If the group is small enough (fifteen to twenty), it should take
this next step together. If
the group is larger than twenty, it is best to divide it into two or
three subgroups. The task
for subgroups depends in part on what the presenting problems
were, whether or not
61. subcultures were identified in the large group exercise, and how
much time is available.
For example, if there was evidence in the large group meeting
that there are functional,
geographical, occupational, or hierarchical subcultures, the
facilitator may want to send
off subgroups that reflect those presumed differences and have
each subgroup further
explore its own assumption set. Or, if the facilitator finds that
there is reasonable
consensus in the large group on the assumptions identified, he
or she can compose the
subgroups randomly, by business unit, or by any other criterion
that makes sense given
the larger problem or issue that is being addressed.
In any case, the next task is to categorize the assumptions
according to whether they will
aid or hinder the change process that is being pursued. The
group needs to review what
the “new way of working” is and how the assumptions identified
will help or hinder in
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getting there. It is very important to require the participants to
look at assumptions from
this dual point of view because of a tendency to see culture only
as a constraint and thus
put too much emphasis on the assumptions that will hinder. In
fact, successful
organizational change probably arises more from identifying
assumptions that will aid
than from changing assumptions that will hinder, but groups
initially have a harder time
seeing how the culture can be a source of positive help.
Step Ten: Decisions on Next Steps (30 mins.)
The purpose of this step is to reach some kind of consensus on
what the important shared
assumptions are and their implications for what the organization
wants to do next. If
there have been subgroups meeting, the process starts when the
subgroups report their
own separate analyses to the full group. If there is a high degree
of consensus, the
63. facilitator can go straight into a discussion of implications and
next steps. More likely
there will be some variations, and possibly disagreements,
which will require some
further inquiry and analysis by the total group with the help of
the facilitator.
For example, the group may agree that there are strong
subculture differences that must
be taken into account. Or some of the assumptions may have to
be reexamined to
determine whether they reflect an even deeper level that would
resolve disagreements. Or
the group may come to recognize that for various reasons, it
does not have many shared
assumptions. In each case, the role of the facilitator is to raise
questions, force
clarification, test perceptions, and in other ways help the group
achieve as clear a picture
as possible of the assumption set that is driving the group's day-
to-day perceptions,
feelings, thoughts, and ultimately, behavior.
Once there is some consensus on what the shared assumptions
are, the discussion
proceeds to the implications of what has been identified. One of
64. the biggest insights at
this point comes from seeing how some of the assumptions will
aid them, creating the
possibility that their energy should go into strengthening those
positive assumptions
instead of worrying about overcoming the constraining ones. If,
however, real constraints
are identified, the group discussion then has to shift to an
analysis of how culture can be
managed and what it would take to overcome the identified
constraints. At this point a
brief further lecture on the material described in Chapters
Sixteen and Seventeen
may be needed to review some of the culture change
mechanisms that are implied, and a
new set of groups may be formed to develop a culture change
strategy. Typically, this
requires, at a minimum, an additional half-day with possibly
new groups.
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65. The process described so far can be done in a day or even less.
It is not necessary to think
of culture assessment as a slow, time-consuming process. It is
not only more efficient to
work in groups instead of doing individual interviews or
surveys but, more importantly,
the data are likely to be more valid because the deeper elements
of culture only surface
interactively and, having been produced in a group context,
their validity can be tested
immediately. Culture is a group phenomenon best assessed in a
group context.
But there is an important possible limitation that has to be
considered from a
researcher's point of view—the results of the assessment may be
completely clear to the
insiders and still puzzling to the outsider. If the goal is to help
the organization, this is
okay. The outsider does not need to fully understand the
culture. If, on the other hand,
the researcher wants enough clarity to be able to represent the
culture to others,
additional observational data and group meetings are likely to
be necessary.
66. What If Culture Elements Need to Change?
In my experience, the assessment process usually reveals that
most of the culture will aid
the change process. However, there may well be elements of the
culture that are a barrier
and require their own change program. For example, when the
Alpha Power employees
were required to identify and fix environmental hazards, this
was recognized as a culture
change in that it required employees to develop a different self-
image and a different
understanding of what their basic job was.
If the new required behavior involves changing the norms of a
subgroup over which
management may have only limited control, then a longer-range
change process using a
variety of tools may be necessary. For example, in Alpha
Power, the ultimate goal of
having employees monitor each other and report on each other if
safety or environmental
hazards are discovered runs into the deep assumption in the
union subculture that “peers
will not rat on each other.” The goal in the company is
67. ultimately to be able to rely on all
employees to take full responsibility in this area and not to
cover up dangerous behavior
by fellow employees. That has resulted in a long-range change
program built around
involvement of the union and changes in both the reward and
discipline system. Such a
program where elements of subcultures need to change can take
years and a variety of
intensive efforts. Consequently just announcing “a culture
change” is meaningless until
the change leadership has specified what the new behavior is to
be and has differentiated
those cultural elements that are under their direct behavioral
control from those that
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require changes in the behavior of members of subcultures.
How these processes work themselves out in organizations is
highly variable, as the next
68. chapter will show. Subcultures are discovered, macrocultural
assumptions affect what is
defined as a crisis or business problem, culture assessments
reveal that culture need not
change at all if certain other business processes are fixed, and
culture change goals are
defined that may take years to accomplish successfully. Rather
than make generalizations
about this variety of issues, in the next chapter I will provide
several short cases and one
long case where I was involved and, therefore, knew what was
really happening.
Published cases are hard to decipher because I cannot know how
much the author and/or
consultant is using definitions similar to mine in telling the
story. For example, Gerstner
in his analysis of IBM's turnaround is widely credited with
having achieved a major
culture change in IBM, yet when you read his account carefully,
it appears to be a case of
getting IBM management to realize that they needed to get back
to their roots, their
effective sales/marketing culture (Gerstner, 2002). They had
gone off course and
69. become complacent, but their culture was viewed as a strength.
So as you read the cases
in the next chapter, be alert to the fact that organizational
change is often no culture
change at all or, at best, a change only in some elements of the
culture.
Summary and Conclusions
The assessment process described and illustrated reflects a
number of conclusions:
Culture can be assessed by means of various individual and
group interview
processes, with group interviews being by far the better method
in terms of both
validity and efficiency. Such assessments can be usefully made
by insiders in as little
as a half-day.
A culture assessment is of little value unless it is tied to some
organizational problem
or issue. In other words, assessing a culture for its own sake is
not only too vast an
undertaking but also can be viewed as boring and useless. On
the other hand, when
the organization has a purpose, a new strategy, a problem to be
solved, or a change
70. agenda, then to determine how the culture impacts the issue is
not only useful but in
most cases necessary. The issue should be related to the
organization's effectiveness
and should be stated in as concrete a way as possible. We
cannot say that the culture
itself is an issue or problem. The culture impacts how the
organization performs, and
the initial focus should always be on where the performance
needs to be improved.
•
•
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The assessment process should first identify cultural
assumptions, and then assess
them in terms of whether they are a strength or a constraint on
what the organization
is trying to do. In most organizational change efforts, it is much
easier to draw on the
71. strengths of the culture than to overcome the constraints by
changing the culture.
In any cultural assessment process, we should be sensitive to
the presence of
subcultures and be prepared to do separate assessments of them
to determine their
relevance to what the organization is trying to do.
For a culture assessment to be valuable, it must get to the
assumptions level. If the
client system does not get to assumptions, it cannot explain the
discrepancies that
almost always surface between the espoused values and the
observed behavioral
artifacts.
It should be noted that the ten-step group process described here
is extremely fast.
Within a few hours, a group can get a good approximation of
what some of its major
assumptions are. The facilitator may not understand the culture,
but unless he or she is a
researcher, it does not matter as long as the group can move
forward on its change
agenda. If it is important for the outsider/researcher to be able
72. to describe the culture in
more detailed terms, then additional observations, participant
observation, and more
group assessments need to be made until a complete picture
emerges.
In the next chapter, I will provide several illustrations of the
role of culture in
organizational change processes and show where the assessment
process aided the
overall change program.
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•
•
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