Managers, at one point or another, will have to make changes in some, if not all aspects of their workplace. These changes refer to organizational change, which is any alteration of people, structure, or technology. Most often, changes are initiated and coordinated by a manager within the organization. However, the change agent could be a non-manager – for example – a change specialist from the HR department or even an outside consultant whose expertise is in change implementation.
Organisational Development InterventionsGheethu Joy
This presentation includes notes collected from various sources from internet during my study journey with regard to the topic Organisational Development Interventions
Managers, at one point or another, will have to make changes in some, if not all aspects of their workplace. These changes refer to organizational change, which is any alteration of people, structure, or technology. Most often, changes are initiated and coordinated by a manager within the organization. However, the change agent could be a non-manager – for example – a change specialist from the HR department or even an outside consultant whose expertise is in change implementation.
Organisational Development InterventionsGheethu Joy
This presentation includes notes collected from various sources from internet during my study journey with regard to the topic Organisational Development Interventions
Organization development and change are professional fields of social action and the areas of scientific enquiry. The practices of organization development and change covers a wide range of activities and functions. Various areas that illustrate organization development and change Management are, working in co-ordination and integration with the other individuals, such as, employees, colleagues, supervisors, leaders, managers and directors, bringing about structural changes and processes that may influence the job satisfaction of the individuals. The study of organization development and change Management have reports a broad range of areas that have been taken into account in this research paper. The main purpose of researching upon these areas is to find out how effectiveness can be brought about in the implementation of functions within the organization. Bringing about innovative changes and transformations and implementation of tasks and functions towards the development of the organization are the main objectives of the personnel.
Organization development (OD) is a deliberately planned, organization-wide effort to increase an organization's effectiveness and/or efficiency and/or to enable the organization to achieve its strategic goals.
Managing Readiness For ChangeIntroduction to the.docxinfantsuk
Managing Readiness For Change
Introduction
to
the Armenakis, Harris, & Feild Model
MSM6635/MGT6681
Dr. Dennis Self
*
Five Elements of the Readiness for Change MessageDiscrepancy: Why change?Appropriateness: What Change?Efficacy: Able to change?Principal Support: Who supports Change?Valence: WIIFM/Us? Desired PO outcomes.
Change Message StrategiesActive ParticipationPersuasive CommunicationMgt. of Internal/External CommunicationsFormalization ActivitiesDiffusion PracticesRites and CeremoniesHuman Resource Practices
The Change Message
Discrepancy Appropriateness Efficacy
Principal Support Valence
Change Leader Attributes
Organizational Member Attributes
Change Strategies
Active Participation
Persuasive Communication
Mngt. of Internal &
External Information.
Formalization Activities
Diffusion Practices
Symbols, Rites and Ceremonies
HRM Practices
Implementation Strategies for Creating and Maintaining Readiness
Change Agent
(or Change Leader)
__________________________Credibility of leaderHonestyCompetenceForward-lookingInspirationalProximity of leaderImmediateGlobalInside/outside
Consider Machiavellian styles, Servant Leadership styles, Transformational vs. Transactional styles.
*
Change Target
(Or followers, or employees)
______________________________Age/Tenure/ExperienceGenderTrust in LeadersLocation
Also: Organizational Culture or Climate
_______________________Organizational CultureNormsValuesPhilosophyRules (formal and informal)Organizational Climaterecurring patterns of behavior,
attitudes and feelings that
characterize life in the organization.
Schein describes three levels: Artifacts, Espoused values, Fundamental Assumptions.
Artifacts: What you see, hear, feel about the organization. It can be the language, technology, products, style (clothing, manners of address, myths, stories). Easy to observe, but difficult to decipher. Symbols are ambiguous.
Espoused Values: What the organizational leaders say are the values of the organization. “we are team-oriented” but are they?
Basic Assumptions: The deepest core of the organizational beliefs. For example, they may say we are team-oriented, but the belief of the founders/leaders may be very hierarchical in actual behavior (I make the decisions, you do what I tell you).
*
Active Participation3 dimensions:Doing (Enactive Mastery)Observing (Vicarious Learning)Participative Decision-makingLearning is two-way (for change leader as well as change target)Shapes “why, what, who, how, and ‘what’s in it for me.’”
*
Learn by doing. By actually trying a task we learn how to do it.
Learn by watching others perform. We learn by watching training videos.
Participative Decision-making means that we participate in the decisions about issues that affect us. It is a democratic approach. Research suggests that those who are able to participate in the process of deciding courses of action are more willing to support actions even if they disagreed with ...
Principal of Management Report : Pharmaplex CompanyShahzeb Pirzada
Shahzeb Pirzada and his group partners make a report on a survey of a company "Pharmaplex".....
Course: Principal of Management
Details:
The organization is truly product based organization, the task provided to us is to know hierarchy of the organization the way they deal along with their products the management levels of their organization, the shareholders, the profit loss of the organization, the distribution of their products in market, to know their policy of leading their business to the peaks of the sky.
Case Study RubricCriterionStrongAverageWeakInt.docxdrennanmicah
Case Study Rubric
Criterion
Strong
Average
Weak
Introduction / Primary Problem, Issue or Question Identification
States the case objective and clearly defines the problem, issue or question
Minimally describes the case, includes only the problem, issue or question
Bypasses the introduction and moves directly to commentary on the case
Understanding of Primary Problem, Issue or Question
Identifies and demonstrates a sophisticated understanding of the primary issues and or problems in the case study
Identifies and demonstrates an accomplished understanding of most of the issues/problems
Identifies and demonstrates acceptable understanding of some of the issues/problems in the case study
Analysis and Evaluation of Issues/Problems
Presents an insightful and thorough analysis of all identified problems, issues or questions; includes all necessary calculations
Presents a thorough analysis of most of the problems, issues or questions identified; missing some necessary calculations
Presents a superficial or incomplete analysis of some of the identified problems, issues or questions; omits necessary calculations
Recommendations on Effective
Solution
s/Strategies
Supports diagnosis and opinions with convincing arguments and evidence; presents a balanced and critical view; interpretation is both reasonable and objective
. Recommendations logically supported
Supports diagnosis and opinions with limited reasoning and evidence; presents a one‐sided argument; demonstrates little engagement with ideas presented. Illogical recommendations
Little or no action suggested, and/or ineffective or disconnected solutions proposed to the issues in the case study. No attempt at logical support for recommendations
Links to Course Readings and Additional Research
Makes appropriate and powerful connections between identified issues/problems and the strategic concepts studied in the course readings and lectures; supplements case study with relevant and thoughtful research and identifies all sources of information
Makes appropriate but vague connections between identified issues/problems and concepts studied in readings and lectures; demonstrates limited command of the analytical tools studied; supplements case study with limited sources
Makes ineffective connections or shows no connection between issues identified and the concepts studied in the readings; supplements case study, if at all, with incomplete information and sources
Writing Mechanics and Formatting Guidelines
Demonstrates a clear understanding of the audience for the case. Utilizes formatting, clarity and structure to enable the audience to readily see and understand recommended actions. Writing is logical, grammatically correct, spelling is error free
Demonstrates a limited understanding of the audience for the case. Ineffective structuring of response making it difficult to readily see and understand recommended actions. Writing shows poor logic, grammatical and spelli.
Case Study Rubric Directly respond to each questi.docxdrennanmicah
Case Study Rubric
Directly respond to each question providing background to support your
response. (2 points)
Apply at least 2 concepts from the chapter material in the class text,
“Leadership; theory. Application and Skill Development.” Reference to,
“The Handbook of Leaders,” is a welcome addition. (2 points)
Apply your critical thinking skills. (2 points)
o A well cultivated critical thinker:
Raises vital questions and problems, formulating them
clearly and precisely;
Gathers and assesses relevant information, using abstract
ideas to interpret it effectively comes to well-reasoned
conclusions and solutions, testing them against relevant
criteria and standards;
Thinks open-mindedly within alternative systems of thought,
recognizing and assessing, as need be, their assumptions,
implications, and practical consequences; and
Communicates effectively with others in figuring out
solutions to complex problems.
o Taken from Richard Paul and Linda Elder, The Miniature Guide to
Critical Thinking Concepts and Tools, Foundation for Critical
Thinking Press, 2008
Case Studies must be submitted in the following format:
o Clearly title each in a word document with name, date, week etc.
o Must include clearly written and thoughtful narrative
o Post as a response in Blackboard
66352_FM_ptg01_i-xxviii.indd 4 10/21/14 12:16 AM
Australia • Brazil • Mexico • Singapore • United Kingdom • United States
Robert N. Lussier, Ph.D.
Spring field College
Christopher F. Achua, D.B.A.
University of Virginia’s College at Wise
S I X T H E D I T I O N
Leadership
THEORY, APPLICATION,
& SKILL DE VELOPMENT
66352_FM_ptg01_i-xxviii.indd 1 10/21/14 12:16 AM
Copyright 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
66352_FM_ptg01_i-xxviii.indd 4 10/21/14 12:16 AM
This is an electronic version of the print textbook. Due to electronic rights restrictions,
some third party content may be suppressed. Editorial review has deemed that any suppressed
content does not materially affect the overall learning experience. The publisher reserves the right
to remove content from this title at any time if subsequent rights restrictions require it. For
valuable information on pricing, previous editions, changes to current editions, and alternate
formats, please visit www.cengage.com/highered to search by ISBN#, author, title, or keyword for
materials in your areas of interest.
Important Notice: Media content referenced within the product description or the product
text may not be a.
More Related Content
Similar to 1Organization Development An Introduction tothe Field.docx
Organization development and change are professional fields of social action and the areas of scientific enquiry. The practices of organization development and change covers a wide range of activities and functions. Various areas that illustrate organization development and change Management are, working in co-ordination and integration with the other individuals, such as, employees, colleagues, supervisors, leaders, managers and directors, bringing about structural changes and processes that may influence the job satisfaction of the individuals. The study of organization development and change Management have reports a broad range of areas that have been taken into account in this research paper. The main purpose of researching upon these areas is to find out how effectiveness can be brought about in the implementation of functions within the organization. Bringing about innovative changes and transformations and implementation of tasks and functions towards the development of the organization are the main objectives of the personnel.
Organization development (OD) is a deliberately planned, organization-wide effort to increase an organization's effectiveness and/or efficiency and/or to enable the organization to achieve its strategic goals.
Managing Readiness For ChangeIntroduction to the.docxinfantsuk
Managing Readiness For Change
Introduction
to
the Armenakis, Harris, & Feild Model
MSM6635/MGT6681
Dr. Dennis Self
*
Five Elements of the Readiness for Change MessageDiscrepancy: Why change?Appropriateness: What Change?Efficacy: Able to change?Principal Support: Who supports Change?Valence: WIIFM/Us? Desired PO outcomes.
Change Message StrategiesActive ParticipationPersuasive CommunicationMgt. of Internal/External CommunicationsFormalization ActivitiesDiffusion PracticesRites and CeremoniesHuman Resource Practices
The Change Message
Discrepancy Appropriateness Efficacy
Principal Support Valence
Change Leader Attributes
Organizational Member Attributes
Change Strategies
Active Participation
Persuasive Communication
Mngt. of Internal &
External Information.
Formalization Activities
Diffusion Practices
Symbols, Rites and Ceremonies
HRM Practices
Implementation Strategies for Creating and Maintaining Readiness
Change Agent
(or Change Leader)
__________________________Credibility of leaderHonestyCompetenceForward-lookingInspirationalProximity of leaderImmediateGlobalInside/outside
Consider Machiavellian styles, Servant Leadership styles, Transformational vs. Transactional styles.
*
Change Target
(Or followers, or employees)
______________________________Age/Tenure/ExperienceGenderTrust in LeadersLocation
Also: Organizational Culture or Climate
_______________________Organizational CultureNormsValuesPhilosophyRules (formal and informal)Organizational Climaterecurring patterns of behavior,
attitudes and feelings that
characterize life in the organization.
Schein describes three levels: Artifacts, Espoused values, Fundamental Assumptions.
Artifacts: What you see, hear, feel about the organization. It can be the language, technology, products, style (clothing, manners of address, myths, stories). Easy to observe, but difficult to decipher. Symbols are ambiguous.
Espoused Values: What the organizational leaders say are the values of the organization. “we are team-oriented” but are they?
Basic Assumptions: The deepest core of the organizational beliefs. For example, they may say we are team-oriented, but the belief of the founders/leaders may be very hierarchical in actual behavior (I make the decisions, you do what I tell you).
*
Active Participation3 dimensions:Doing (Enactive Mastery)Observing (Vicarious Learning)Participative Decision-makingLearning is two-way (for change leader as well as change target)Shapes “why, what, who, how, and ‘what’s in it for me.’”
*
Learn by doing. By actually trying a task we learn how to do it.
Learn by watching others perform. We learn by watching training videos.
Participative Decision-making means that we participate in the decisions about issues that affect us. It is a democratic approach. Research suggests that those who are able to participate in the process of deciding courses of action are more willing to support actions even if they disagreed with ...
Principal of Management Report : Pharmaplex CompanyShahzeb Pirzada
Shahzeb Pirzada and his group partners make a report on a survey of a company "Pharmaplex".....
Course: Principal of Management
Details:
The organization is truly product based organization, the task provided to us is to know hierarchy of the organization the way they deal along with their products the management levels of their organization, the shareholders, the profit loss of the organization, the distribution of their products in market, to know their policy of leading their business to the peaks of the sky.
Case Study RubricCriterionStrongAverageWeakInt.docxdrennanmicah
Case Study Rubric
Criterion
Strong
Average
Weak
Introduction / Primary Problem, Issue or Question Identification
States the case objective and clearly defines the problem, issue or question
Minimally describes the case, includes only the problem, issue or question
Bypasses the introduction and moves directly to commentary on the case
Understanding of Primary Problem, Issue or Question
Identifies and demonstrates a sophisticated understanding of the primary issues and or problems in the case study
Identifies and demonstrates an accomplished understanding of most of the issues/problems
Identifies and demonstrates acceptable understanding of some of the issues/problems in the case study
Analysis and Evaluation of Issues/Problems
Presents an insightful and thorough analysis of all identified problems, issues or questions; includes all necessary calculations
Presents a thorough analysis of most of the problems, issues or questions identified; missing some necessary calculations
Presents a superficial or incomplete analysis of some of the identified problems, issues or questions; omits necessary calculations
Recommendations on Effective
Solution
s/Strategies
Supports diagnosis and opinions with convincing arguments and evidence; presents a balanced and critical view; interpretation is both reasonable and objective
. Recommendations logically supported
Supports diagnosis and opinions with limited reasoning and evidence; presents a one‐sided argument; demonstrates little engagement with ideas presented. Illogical recommendations
Little or no action suggested, and/or ineffective or disconnected solutions proposed to the issues in the case study. No attempt at logical support for recommendations
Links to Course Readings and Additional Research
Makes appropriate and powerful connections between identified issues/problems and the strategic concepts studied in the course readings and lectures; supplements case study with relevant and thoughtful research and identifies all sources of information
Makes appropriate but vague connections between identified issues/problems and concepts studied in readings and lectures; demonstrates limited command of the analytical tools studied; supplements case study with limited sources
Makes ineffective connections or shows no connection between issues identified and the concepts studied in the readings; supplements case study, if at all, with incomplete information and sources
Writing Mechanics and Formatting Guidelines
Demonstrates a clear understanding of the audience for the case. Utilizes formatting, clarity and structure to enable the audience to readily see and understand recommended actions. Writing is logical, grammatically correct, spelling is error free
Demonstrates a limited understanding of the audience for the case. Ineffective structuring of response making it difficult to readily see and understand recommended actions. Writing shows poor logic, grammatical and spelli.
Case Study Rubric Directly respond to each questi.docxdrennanmicah
Case Study Rubric
Directly respond to each question providing background to support your
response. (2 points)
Apply at least 2 concepts from the chapter material in the class text,
“Leadership; theory. Application and Skill Development.” Reference to,
“The Handbook of Leaders,” is a welcome addition. (2 points)
Apply your critical thinking skills. (2 points)
o A well cultivated critical thinker:
Raises vital questions and problems, formulating them
clearly and precisely;
Gathers and assesses relevant information, using abstract
ideas to interpret it effectively comes to well-reasoned
conclusions and solutions, testing them against relevant
criteria and standards;
Thinks open-mindedly within alternative systems of thought,
recognizing and assessing, as need be, their assumptions,
implications, and practical consequences; and
Communicates effectively with others in figuring out
solutions to complex problems.
o Taken from Richard Paul and Linda Elder, The Miniature Guide to
Critical Thinking Concepts and Tools, Foundation for Critical
Thinking Press, 2008
Case Studies must be submitted in the following format:
o Clearly title each in a word document with name, date, week etc.
o Must include clearly written and thoughtful narrative
o Post as a response in Blackboard
66352_FM_ptg01_i-xxviii.indd 4 10/21/14 12:16 AM
Australia • Brazil • Mexico • Singapore • United Kingdom • United States
Robert N. Lussier, Ph.D.
Spring field College
Christopher F. Achua, D.B.A.
University of Virginia’s College at Wise
S I X T H E D I T I O N
Leadership
THEORY, APPLICATION,
& SKILL DE VELOPMENT
66352_FM_ptg01_i-xxviii.indd 1 10/21/14 12:16 AM
Copyright 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
66352_FM_ptg01_i-xxviii.indd 4 10/21/14 12:16 AM
This is an electronic version of the print textbook. Due to electronic rights restrictions,
some third party content may be suppressed. Editorial review has deemed that any suppressed
content does not materially affect the overall learning experience. The publisher reserves the right
to remove content from this title at any time if subsequent rights restrictions require it. For
valuable information on pricing, previous editions, changes to current editions, and alternate
formats, please visit www.cengage.com/highered to search by ISBN#, author, title, or keyword for
materials in your areas of interest.
Important Notice: Media content referenced within the product description or the product
text may not be a.
Case Study Scenario Part 3IntroductionThis media piece exp.docxdrennanmicah
Case Study Scenario Part 3
Introduction
This media piece explains four ethical theories in order to prepare you for the Unit 3 assignment,
Case Study Resolution
. This media piece also includes parts 1 and 2 of the case study videos for your review.
Part 3
Deontology
The ethical position to do what is right out of duty or obligation. It is often called rule-based ethics.
Deontology has been described as "absolutist," "universal," and "impersonal" (Kant, 1785/1959). It prioritizes absolute obligations over consequences. In this moral framework, ethical decision making is the rational act of applying universal principles to all situations irrespective of specific relations, contexts, or consequences. This reflects Immanuel Kant's conviction that ethical decisions cannot vary or be influenced by special circumstances or relationships. Rather, a decision is "moral" only if a rational person believes the act resulting from the decision should be universally followed in all situations. For Kant, respect for the worth of all persons was one such universal principle. A course of action that results in a person being used simply as a means for others' gains would ethically unacceptable.
With respect to deception in research, from a deontological perspective, since we would not believe it moral to intentionally deceive individuals in some other context, neither potential benefits to society nor the effectiveness of participant debriefing for a particular deception study can morally justify intentionally deceiving persons about the purpose or nature of a research study. Further, deception in research would not be ethically permissible since intentionally disguising the nature of the study for the goals of research violates the moral obligation to respect each participant's intrinsic worth by undermining individuals' right to make rational and autonomous decisions regarding participation (Fisher & Fyrberg, 1994).
Utilitarianism
The ethical position depends on the consequences of the action with the goal being producing the most good.
Utilitarian theory prioritizes the consequences (or utility) of an act over the application of universal principles (Mill, 1861/1957). From this perspective, an ethical decision is situation specific and must be governed by a risk-benefit calculus that determines which act will produce the greatest possible balance of good over bad consequences. An "act utilitarian" makes an ethical decision by evaluating the consequences of an act for a given situation. A "rule utilitarian" makes an ethical decision by evaluating whether following a general rule in all similar situation would create the greater good. Like deontology, utilitarianism is impersonal: It does not take into account interpersonal and relational features of ethical responsibility. From this perspective, psychologists' obligations to those with whom they work can be superseded by an action that would produce a greater good for others (Fisher, 1999).
A ps.
Case Study RubricYour case study will be assessed as follows•.docxdrennanmicah
Case Study Rubric
Your case study will be assessed as follows:
• Clarity: Are major points clearly presented? Does the writer present a coherent and succinct argument?
• Completeness: Are any points missing? Does the writing accomplish each task set forth in the assignment?
• Thoroughness: Are all major points illustrated adequately? Are there parts that need more explanation or evidence?
• Organization: Are the main points in the right order? Are there any overlapped or repeated points? Are there any irrelevant detail?
• Language: Are there problems with grammar, spelling, and punctuation? Are the sentences overly-complex? Choppy? Are the tone and word choice appropriate?
C6-1
CASE STUDY 6
CHEVRON’S INFRASTRUCTURE
EVOLUTION
Chevron Corporation (www.chevron.com) is one of the world’s leading
energy companies. Chevron’s headquarters are in San Ramon, California.
The company has more than 62,000 employees and produces more than
700,000 barrels of oil per day. It has 19,500 retail sites in 84 countries. In
2012, Chevron was number three on the Fortune 500 list and had more than
$244 billion in revenue in 2011 [STAT12].
IT infrastructure is very important to Chevron and to better support all
facets of its global operations, the company is always focused on improving
its infrastructure [GALL12]. Chevron faces new challenges from increased
global demand for its traditional hydrocarbon products and the need to
develop IT support for new value chains for liquid natural gas (LNG) and the
extraction of gas and oil from shale. Huge investments are being made
around the world, particularly in Australia and Angola on massive projects of
unprecedented scale. Modeling and analytics are more important than ever
to help Chevron exploit deep water drilling and hydrocarbon extraction in
areas with challenging geographies. For example, advanced seismic imaging
tools are used by Chevron to reveal possible oil or natural gas reservoirs
beneath the earth’s surface. Chevron’s proprietary seismic imaging
http://www.chevron.com/
C6-2
technology contributed to it achieving a 69% discovery rate in
2011[CHEV12].
Supervisory Control and Data Acquisition (SCADA)
Systems
Chevron refineries are continually collecting data from sensors spread
throughout the facilities to maintain safe operations and to alert operators to
potential safety issues before they ever become safety issues. Data from the
sensors is also used to optimize the way the refineries work and to identify
opportunities of greater efficiency. IT controls 60,000 valves at Chevron’s
Pascagoula, Mississippi refinery; the efficiency and safety of its end-to-end
operations are dependent on advanced sensors, supervisory control and data
acquisition (SCADA) systems, and other digital industrial control systems
[GALL12].
SCADA systems are typically centralized systems that monitor and
control entire sites and/or complexes of system.
Case study RubricCriterionOutstanding 3.75Very Good 3 .docxdrennanmicah
Case study Rubric
Criterion
Outstanding 3.75
Very Good 3
Good 2.5
Unacceptable 1
Score
Completeness
Complete in all respects; reflects all requirements
Complete in most respects; reflects most requirements
Incomplete many respects; reflects few requirements
Incomplete in most respects; does not reflect requirements
Understanding
Demonstrates excellent understanding of the topic(s) and issue(s)
Demonstrates an accomplished understanding of the topic(s) and issue(s)
Demonstrates an acceptable understanding of the topic(s) and issue(s)
Demonstrates an inadequate understanding of the topic(s) and issue(s)
Analysis
Presents an insightful and through analysis of the issue (s) identified
Presents a thorough analysis of most of the issue(s) identified
Presents a superficial analysis of some of the issue(s) identified
Presents an incomplete analysis of the issue(s) identified.
Evaluation
Makes appropriate and powerful connections between the issue(s) identified and the concept(s) studied
Makes appropriate connections between the issue(s) identified and the concept(s) studied
Makes appropriate but somewhat vague connections between the issue(s) identified and the concept(s) studied
Makes little or no connection between the issue(s) identified and the concept(s) studied.
Opinion
Supports opinion with strong arguments and evidence; presents a balanced and critical view; interpretation is both reasonable and objective
Supports opinion with reasons and evidence; presents a fairly balanced view; interpretation is both reasonable and objective
Supports opinion with limited reasons and evidence; presents a somewhat one-sided argument
Supports opinion with few reasons and little evidence; argument is one-sided and not objective.
Recommendations
Presents detailed, realistic, and appropriate recommendations clearly supported by the information presented and concepts studied
Presents specific, realistic and appropriate recommendation supported by the information presented and the concepts studied
Presents realistic or appropriate recommendation supported by the information presented and the concepts studied
Presents realistic or appropriate recommendation with little, if any, support from the information and the concepts studied.
Grammar and Spelling
Minimal spelling and grammar errors
Some spelling and grammar errors
Noticeable spelling and grammar errors
Unacceptable number of spelling and grammar errors
APA guidelines
Uses APA guidelines accurately and consistently to cite sources
Uses APA guidelines with minor violations to cite sources
Reflects incomplete knowledge of APA guidelines
Does not use APA guidelines
Total
.
CASE STUDY RUBRIC MICROBIOLOGY For the Case Study assig.docxdrennanmicah
CASE STUDY RUBRIC MICROBIOLOGY
For the Case Study assignment the current pathogen selections may be requested by sending
an email to your instructor!
Assigned Case Study Problem:
You will create a case study for a microbial infection selected from the current pathogen list. Your case
study will be assembled using a detailed rubric (see below). Upon completion, you will submit your
case study to the Blackboard gradebook in Unit 5 and to SafeAssign.
How to create a case study
The case studies are meant to be an enjoyable, interesting, and informative assignment. This is your
chance to show that you understand the key teaching points about a microbe and to communicate
these points in a written format.
What information belongs in my case study?
Have at least 3-4 key referenced points in each of the five areas shown in the Case Study Information
Chart (see below). The left-hand heading in the chart suggests the type of information requested for the
pathogen. Outlines can be in whatever form you prefer (bullets/charts/outlines/diagrams or a mix). Be
sure to include two discussion questions (and provide complete answers) that you can incorporate
into your case study (place them at the end of your write-up). These questions should help connect your
case to other material in the course. For example, what other microbes have an A-B toxin? What other
viruses are transmitted by fecal-oral spread?
How much information should I provide for my case study?
For the Case Study, you are asked to provide at least the information requested in the chart below. The
boxed questions are suggestions for the minimum amount of information within each category. The
more detailed the information, the better the study. You may consult your textbook, CDC, WHO, Access
Medicine, Google Scholar, NCBI, WebMD, etc. to find the information. For example, if you perform a
Google search using the name of the pathogen and the word ‘vaccine’, you will find information on
current vaccines (if any), those in clinical trials, vaccines used only in animals, etc.
Case Study Information Chart
Typical Case What does a typical case look like? Use the standard format for a
patient presentation with chief complaint (CC), history of present illness
(HPI), key physical exam details (PE), lab findings, signature signs, and
any other important findings.
Description of the infectious
agent
If it is a bacterium, how is it classified? If it is a virus, what kind of
nucleic acid does it have? Does it target specific cellular types
(tropism)? Does it form a spore? Is it aerobic? Is it intracellular? Can it
only be grown in a specific type of media? How is it distinguished from
other members of the species? Does the pathogen have a significant
history with humans or animals?
Epidemiology What do you feel are the most important points about the
epidemiology of the disease? Incidence? Portal of entry? Source? Is it a
normal microb.
Case Study Rubric Criteria / Score
Distinguished
Competent
Basic/Pass
Poor
Failing
Content Knowledge
20
18
15
13
0
Case is addressed expansively in reference to assignment instructions, and demonstrates mastery of the subject matter appropriate to the assignment.
Case is addressed according to assignment instructions, and demonstrates mastery of the subject matter appropriate to the assignment.
Case is addressed according to assignment instructions but does not demonstrate mastery of the subject matter appropriate to the assignment.
Case is addressed but does not adhere to assignment instructions and does not demonstrate mastery of the subject matter appropriate to the assignment.
Case is not addressed and/or does not adhere to assignment instructions and does not demonstrate mastery of the subject matter appropriate to the assignment.
Use of Evidence
10
9
8
6
0
Ideas are supported with evidence and demonstrate a clear understanding of the research and theory behind the topic.
Ideas are somewhat supported with evidence to demonstrate a basic understanding of the research and theory behind the topic.
Ideas are not fully supported with evidence and demonstrate some confusion about the research and theory that support the case study topic.
Ideas are not fully supported with evidence and lack understanding of the research and theory behind the topic.
Ideas are not supported with evidence.
Writing
10
9
8
6
0
Assignment is well written and well organized. Mechanics (spelling and punctuation) and grammar are excellent.
Assignment is well written and well organized and contains few minor errors in mechanics and/or grammar.
Assignment is well written and well organized but contains some minor errors in mechanics and/or grammar.
Assignment is not clear and/or lacks organization and/or contains several errors in mechanics and/or grammar.
Assignment lacks evidence of clear, organized scholarly writing and needs extensive additional work to meet assignment needs.
Standard Writing Style
6
5
4.5
4
0
Assignment demonstrates appropriate in-text citations of sources (where appropriate) and references in proper formatting style.
Assignment demonstrates appropriate in-text citations of sources (where appropriate) and references in proper formatting style and contains few minor formatting errors.
Assignment demonstrates appropriate in-text citations of sources (where appropriate) and references in proper formatting style but contains some minor formatting errors.
Assignment does not provide either in-text citations (where appropriate) or reference sources and/or contains several formatting errors.
Timeliness
4
3.5
3
2.5
0
*Students who initiate communication regarding individual circumstances for lateness will be graded at instructor’s discretion.
Assignment submitted on time.
Assignment submitted one day late.
Assignment submitted two days late.
Assignment submitted three days late.
Assig.
Case Study ReflectionWrite a 4-5 page paper. Your written assi.docxdrennanmicah
Case Study Reflection
Write a 4-5 page paper. Your written assignments must follow APA guidelines. Be sure to support your work with specific citations from this week’s Learning Resources and additional scholarly sources as appropriate. Refer to the Pocket Guide to APA Style to ensure that in- text citations and reference list are correct. Submit your assignment to the Dropbox by the end of this Unit.
In 2007 San Francisco began its Healthy San Francisco Plan designed to provide health care for all San Francisco citizens. In 2007, it was estimated that San Francisco had 82,000 uninsured citizens. Under the plan, all uninsured citizens residing in San Francisco can seek care at the city's public and private clinics and hospitals. The basic coverage includes lab work, x-rays, surgery, and preventative care. The city plans to pay for this $203 million coverage by rerouting the $104 million the city currently spends treating the uninsured in the emergency rooms, mandating business contributions, and requiring income-adjusted enrollment fees. The plan requires all businesses with more than 20 employees to contribute a percentage toward the plan. Many business owners consider this a burden and warn they will not stay in the city. The Mayor sees universal health access a moral obligation for the city.
Take one of the following positions.
San Francisco has an obligation to provide its citizens with health access.-OR-
San Francisco does not have an obligation to provide its citizens with health access.
Discuss the following in your assignment
:
What is the government's role in regulating healthy and unhealthy behavior?
Has the balance between personal freedom and the government's responsibility to provide health and welfare of its citizens been eroded? Why or why not?
.
Case Study Questions (Each question is worth 6 marks)1. Defi.docxdrennanmicah
Case Study Questions (Each question is worth 6 marks)
1. Define the term ‘gastronomy’ and provide some examples to demonstrate your understanding.
2. What benefits and opportunities exist for the local indigenous community of the Dja Dja Wurrung Clans with Bendigo newly designated as a creative city of gastronomy?
3. How may the regional city of Bendigo incorporate gastronomy into its destination branding? Provide some examples.
4. Discuss some potential issues and considerations associated with using gastronomy in destination branding activities.
5. Outline some potential creative network collaborations which may result from Bendigo now being admitted to the Creative Cities Network.
.
Case Study Reorganizing Human Resources at ASP SoftwareRead the.docxdrennanmicah
Case Study: Reorganizing Human Resources at ASP Software
Read the ASP Software case (Anderson, 2005a) and consider the following questions:
How does the client feel about how the change has been managed at this point?
How do you think the management team or employees feel?
What has McNulty done well in managing the change to this point?
What could she have done differently?
What intervention strategy and intervention activities would you recommend to McNulty?
How would you structure these activities?
What roles would McNulty, the management team, and the consultant play?
.
Case Study Report Rubric CriterionWeakAverageStrongIdent.docxdrennanmicah
Case Study Report Rubric
Criterion
Weak
Average
Strong
Identification of Main Issues/Problems
Identifies and demonstrates acceptable understanding of some of the issues/problems in the case study.
Identifies and demonstrates an accomplished understanding of most of the issues/problems.
Identifies and demonstrates a sophisticated understanding of the main issues/problems in the case study.
Analysis and Evaluation of Issues/Problems
Presents a superficial or incomplete analysis of some of the identified issues; omits necessary calculations.
Presents a thorough analysis of most of the issues identified; missing some necessary calculations.
Presents an insightful and thorough analysis of all identified issues/problems; includes all necessary calculations.
Recommendations on Effective
Solution
s/Strategies
Little or no action suggested and/or inappropriate solutions proposed to the issues in the case study.
Supports diagnosis and opinions with limited reasoning and evidence; presents a somewhat one-sided argument; demonstrates little engagement with ideas presented.
Supports diagnosis and opinions with strong arguments and well-documented evidence; presents a balanced and critical view; interpretation is both reasonable and objective.
Links to Course Readings and Additional Research
Makes inappropriate or little connection between issues identified and the concepts studied in the readings; supplements case study, if at all, with incomplete research and documentation.
Makes appropriate but somewhat vague connections between identified issues/problems and concepts studied in readings and lectures; demonstrates limited command of the analytical tools studied; supplements case study with limited research.
Makes appropriate and powerful connections between identified issues/ problems and the strategic concepts studied in the course readings and lectures; supplements case study with relevant and thoughtful research and documents all sources of information.
Writing Mechanics and Formatting Guidelines
Writing is unfocused, rambling, or contains serious errors; poorly organized and does not follow specified guidelines.
Occasional grammar or spelling errors, but still a clear presentation of ideas; lacks organization.
Demonstrates clarity, conciseness and correctness; formatting is appropriate and writing is free of grammar and spelling errors.
Staffing at The King Company
Kevin Tu has managed staffing at King since the early years when the company had less than 100 employees. Tu runs a tight ship and manages the department with only one other recruiter and an administrative assistant, who maintains all job postings, including a telephone employment hotline and the company’s job line web site. Tu is well-respected across the organization for his strict adherence to ensuring equity in hiring and job placement that goes well beyond equal opportunity requirements.
Tu recently completed an aggressive hiring drive at major universities, hiring several new en.
Case Study Project (A) Hefty Hardware - Be sure to address each .docxdrennanmicah
Case Study Project (A) Hefty Hardware - Be sure to address each question in the Case study, and explain your rationale thoroughly. Be sure you saved your file with your full name, and title of this project. Example:
Jason Karp Case Studies A. Details
: You will be given a case study to solve from the textbook. While your responses will vary, properly documenting your response from valid resources is a requirement. This assignment requires you to use proper citations and references from the textbook and alternate sources. Thoughtful opinions/research based on the literature, and from the textbook are necessary, so be sure to review the chapter prior to completing these activities. This task is like a research paper, so please take your time when preparing your responses. Separating each case study with a title and proper formatting is
essential
so that I can read and follow your paper. A one (1) page response is NOT - NOT going to earn you maximum points. The Case Study response will be submitted on the assigned due date from the past weeks (s
ee submission due dates and rubric
)
. The Dropbox will close after the due date and late submission will not be accepted.
Case study projects are NOT posted on the discussion board, they are submitted as an assignment.
Case study text from text book :
MINI CASE
Delivering Business Value with IT at Hefty Hardware2
"IT is a pain in the neck," groused cheryl O'Shea, VP of retail marketing, as she
slipped into a seat at the table in the Hefty Hardware executive dining room, next to her colleagues. “It’s all technical mumbo-jumbo when they talk to you and I still don’t know if they have any idea about what we’re trying to accomplish with our Savvy Store program. I keep explaining that we have to improve the customer experience and that we need IT’s help to do this, but they keep talking about infrastructure and bandwidth and technical architecture, which is all their internal stuff and doesn’t relate to what we’re trying to do at all! They have so many processes and reviews that I’m not sure we’ll ever get this project off the ground unless we go outside the company.”"You have got that right", agreed Glen vogel, the COO. " I really like my IT account manager, Jenny Henderson. She sits in on all our strategy meetings and seems to really understand our business, but that’s about as far as it goes. By the time we get a project going, my staff are all complaining that the IT people don’t even know some of our basic business functions, like how our warehouses operate. It takes so long to deliver any sort of technology to the field, and when it doesn’t work the way we want it to, they just shrug and tell us to add it to the list for the next release! Are we really getting value for all of the millions that we pour into IT?”
“Well, I don’t think it’s as bad as you both seem to believe,” added Michelle Wright, the CFO. “My EA sings the praises of the help desk and the new ERP system we put in last y.
Case Study Project Part I Declared JurisdictionTemplate Sta.docxdrennanmicah
Case Study Project Part I: Declared Jurisdiction
Template Statement of Action Research Intent
The (Memphis Shelby County, Tennessee United States) will be examined to determine the current status of economic development. The resources for this study initially will come from public administrator generated information. The data will be assessed using S.W.O. T. Analysis. “Smart” Action Research will then be conducted to determine what specific economic development strategies may be employed to address areas of concern required for enhancing economic development prospects in the above jurisdiction. Using published scholarly resources and pertinent analytics, the action research efforts will turn to identifying options available to decision makers. This action research will result in a final report that provides both the criteria by which economic developments strategies may be weighed and a discussion of recommended actions, each uniquely assembled to improve the economic prospects for (Memphis Shelby County, Tennessee United States).
PADM 530
Case Study Project Part 2: Economic Development Analysis and Proposal Instructions
You will submit an Economic Development Analysis and Proposal Plan, consisting of 15-20 pages, not including the title page, abstract, or reference page. In order to complete this assignment, you must choose a specific locale that you want to use for your case study. You may wish to select the community in which you currently live or a hometown as the focus of this report. A case must be a “bounded system” with definable parameters (Stake, 1995). Thus, you must choose a locale that you can define and limit. For example, you should not use New York City. Its size is far beyond what you will be able to accomplish in this course. Likewise, you would not want to choose Huston, Idaho, as it is far too small to have a need for a cohesive economic development plan. In this assignment, you will target the specific situations found in an American city, town, or county. This assignment will require that you address the following six specific areas:
Locale
When choosing your locale, make sure that you will be able to find demographic and economic information. You will want to choose an area with which you are familiar or an area where there is obvious need. Attempt to pick a city or a town that is not extremely large (i.e., New York City, however, Staten Island could be a viable project). Choosing wisely will make your research more focused so that you can complete the research by the time the course has finished.
Economic Situation
You must detail the specific economic situation facing this location. For example, if you were to choose Flint, MI, you would have to discuss the impact of the auto industry moving away from the city and the subsequent economic and social conditions of the city. How has the economic shift impacted the city and how has the city responded in the last 30 years? Additionally, what initiatives.
Case Study Peer Comments In each case study, you are expected.docxdrennanmicah
Case Study Peer Comments:
In each case study, you are expected to respond to at least two peers’ postings in the classroom. Comments should add new information to the discussion or provide an assessment of your peer's posting. Peer comments are due by Sunday midnight
Mary Post:
#2: To obtain the necessary transportation capabilities in a short timeframe, what type of software purchase option should myIoT pursue? Explain.
The software purchase option that myIoT, Inc. should pursue would be a SaaS application. This is an Internet based service where the software is accessed online and there is no need to have it installed on site. This is a less expensive option than purchasing software and licenses, and it allows access to the outside vendors. It is also cheaper than hosted software. Based on the cloud location, the setup time is faster, which is what myIoT needs for a two-month turnaround.
#3: What types of technology implementation challenges might myIoT face? How can these risks be minimized?
Application integration would pose a challenge. Since there is a short time-frame, ensuring all partners are “up and running” could be their biggest issue. There will need to be a training period for all that access the data. Should any of their vendors not have the same capabilities, this could throw off their entire operation. Also, due to the variety of systems organizing and sharing information might be a problem. MyIot would need to work with its supply chain partners and vendors to ensure they are all capable using the chosen TMS and begin to implement it right away. This will allow extra time to make changes and enforce training sessions.
Desmond Post
2. To obtain the necessary transportation capabilities in a short timeframe, what type of software purchase option should myIoT pursue? Explain.
My Iot should pursue a well designed TMS software system. This system specializes in planning the flow of materials across the supply chain. It's the core of routing, rating, and, executing shipments across multiple modes tracking, load tracing, and freight settlement. The capabilities and scope of TMS expands the software to a much more integrative system. It provides support for transportation strategic, tactical, and operational planning, as well as delivery execution, in transit visibility and performance evaluation. TMS also supports appointment scheduling, metrics monitoring, and freight bill auditing.
3. Whats types of technology implemenation challenges might my iot face? How can these risks be minized?
My Iot could potentially loose time in wages, delay of shipment, and possibly loose business with customers, but these risks could be minimized by implementing better planning, develop training within your team, create effective structure and monitor the technology program by following these simple steps below to correct system and human error as they occur:
· Secure the commitment of senior management
· Remember .
Case Study ProblemLeadership appears as a popular agenda it.docxdrennanmicah
Case Study Problem:
Leadership appears as a popular agenda item in police executive training. Go to Google and search “police executive training courses.” Other than the Covey program discussed in this chapter, what are the other programs that are offered for police chiefs? What are the topic areas assigned under the heading of “leadership”? Be sure to use the graduate case study format.
attached is graduate study case analysis format
.
Case Study Planning for GrowthKelly’s Sandwich Stop is one of t.docxdrennanmicah
Case Study: Planning for Growth
Kelly’s Sandwich Stop
is one of the best-known and most loved sandwich concessions in town. In business for about five years, she sells sandwiches and other lunch items made from locally produced food from her mobile food trailer. Kelly’s passion and talent for creating reliably fresh, tasty lunch fare popular among a business clientele (largely employees and shoppers) has made her small enterprise a booming success.
In the last year, Kelly added a bicycle-towed concession that travels to different strategic locations in town, selling her popular sandwiches to customers who work beyond walking distance of
Kelly’s Sandwich
Stop
. She now has a total of four employees, all part-time, working both concessions. Because she caters to urban customers, her concessions operate on week days from 10 am to 2 pm. To promote word-of-mouth advertising, Kelly uses Facebook to publish her daily menus and the locations of the bicycle concession.
As a sole proprietor, Kelly has been pleased with her lunch business success. Now it’s time to get serious about the future of her business. In the short and medium term, she wants to see it grow into a potentially more lucrative enterprise, implementing a greater variety of food products and services, and increasing her competitive edge in the region. Ever the ardent entrepreneur, Kelly’s long-term dream is to develop her creative, health-conscious culinary skills and services into a wider clientele outside the region.
An opportunity has arisen to lease restaurant space about 10 miles away from her trailer concession location, close to a mall and the suburbs and nearer to her local food producers. Kelly has jumped at the chance. While she has hired professional business consultants to help her set up the space, design the menu, and implement the opening of the restaurant, she must also consider the short- and long-term financial, HR, and management needs of such an expansion. Kelly is particularly sensitive to her relationship to her customers, employees, and the community.
Directions for paper below:
In this paper, students will analyze and discuss small business growth in terms of growth strategy, business forms, short and medium term goals, financing assistance, organizational structure and staffing needs, customers and promotion, and ethics and social responsibility. Students are expected to apply business and management concepts learned in our course.
By completing this assignment, students will meet the outcome(s):
identify the critical business functions and how they interact in order to position the organization to be effective in the current business environment;
explain the importance of the integration of individuals and systems to organizational effectiveness;
describe the ethical and social responsibilities that confront a business.
Required Elements of the Final Project:
Read critically and analyze the case below,
Planning for Growth
;
Review the project descripti.
Case Study People v. Smith, 470 NW2d 70, Michigan Supreme Court (19.docxdrennanmicah
Case Study: People v. Smith, 470 NW2d 70, Michigan Supreme Court (1991)
Case Study
1) In a narrative format, using a minimum of 750 words, outline the case of People v. Smith. Give the facts, issue and court holding of the case.
Case Analysis
2) Give an overview of expunged records for juveniles, its importance and the reasoning of it being necessary.
Case Analysis
3) What are your state's laws concerning the expungement and use of juvenile convictions to sentence them as an adult?
Executive Decisions
4) When does the law in TN say you can transfer a juvenile to adult court? If you were a state senator, what is your opinion of trying our minors as adults, and are there any other crimes or occasions that juveniles should be prosecuted as adults?
http://www.sagepub.com/upm-data/15994_Chapter_1___Juvenile_Justice_in_Historical_Perspective.pdf
.
Case Study OneBMGT 464 Portfolio Activity TwoPurposeIn thi.docxdrennanmicah
Case Study One:
BMGT 464 Portfolio Activity Two
Purpose:
In this case the committee is looking to see how you can apply communication skills to obtain the maximum job performance of the employee in each of the short scenarios. After reading each short case, prepare answers to the questions for the upcoming search committee interview to review.
Outcomes:
The students will demonstrate understanding of the following outcomes:
· How to manage, organize, and lead employees;
· To identify the organizational theory related to increasing job performance to raise company effectiveness;
· How to communicate effectively to affect change or motivation; and
· Writing for persuasiveness.
Scenarios and Questions:
After reading each short case, prepare answers to the questions for the upcoming search committee interview to review.
1) “RLI Home Builds a Castle on Communication”
Since the outset the owner Ralph Lorean has prided himself on focusing the culture of the company on excellent customer service. Managers know that a culture like this would only work if the company’s employees enjoyed their work and the company. He wanted to build a company where every employee felt they owned the castle. Ralph believed that communication was essential to making an employee feel a part of the group, so he often said that he never wanted employees to “read about their company in the media and learn something new.”
Because RLI is international in scope it is possible that on any given day or time two thirds of its 2,000 employees are outside an office. To conquer the communication this problem imposes Ralph is surveying his managers to see if they think a new, but very expensive, “dashboard” intranet system would be worth the expenditure. The system would ensure optimal communication strategies allowing every employee remote access from wherever they are. Regardless, of location every employee can share information on the dashboard from their cell phone. However, it does not offer a “SKYPE” feature. Management has sent a short questionnaire to you asking the following questions:
A) How would the new tool influence job performance positively in RLI?
B) Could dependence on a program which does not permit access to verbal or face to face communications hinder job performance in a global setting? If so why?
C) If the dashboard was only presented in English would this be a factor in its intracompany success?
D) One of the biggest reasons suggested for purchasing the system is that it allows information to flow both from top down to bottom up. Do you see this as possible if the company is not structured in a similar way? If so why, if not why not?
2) Email Over All! Richard Burton is one of the production supervisors at Lighting R Us a branch of RLI. Richard supervises 25 employees and has been performing well in this same job for 5 years. Burton wants a promotion in the foreseeable future but feels it unlikely. Burton is always “on”. He has 24/7 email access, texts al.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
2. changedjobs,endedarelationshiporgotmarried,orsimplychangedy
ourmindaboutsomething.
Astheseexamplessuggest,sometimeschangeisintended,butjustasof
tenitisunanticipatedorevenunwanted.For
example, few of us welcomed the recent global economic
downturn, which required us to adjust our budgets and
behaviorstocope.Werethesechangesplannedorunplanned?
Unplannedchangereferstochangesthatwereunexpected,liketheloss
ofajob,surprisesuccesses,thesuddendeathof
alovedone,afailedrelationship,naturaldisasters,ornewopportuniti
es.Whatunplannedchangeshavebeenthemost
signi�icantinyourlife?
Assessment:ChangeReadiness
Most people think they are open to change. But are they? When
change comes, do you �ind yourself curious
and even exhilarated, or are you angry, frustrated, and worried
that you are unprepared? Take a few
minutes to assess your readiness for change.
http://www.ecfvp.org/�iles/uploads/2_-
change_readiness_assessment_0426111.pdf
(http://www.ecfvp.org/�iles/uploads/2_-
change_readiness_assessment_0426111.pdf)
Plannedchangereferstoshiftsthatareintendedandpreparedfor,such
asgettinganeducation,learningnewskills,
movingtoanewcity,startinganewhobby,or�indinganewjob.Overth
epastfewyears,whatsigni�icantchangeshave
youplanned?Haveyoubeensuccessfulatimplementingthesechange
s?
TipsandWisdom
4. markets, mergers and acquisitions (at least for the controlling
company), prearranged reorganizations, expansion into new
regions or countries, and new product development.
Although individuals often manage planned change
independently,
organizations frequently seek help so that the planned change is
systematic, effective, and lasting. This assistance is known as
organizationdevelopment(OD). On its simplest
level, OD is a process of helping individuals, groups, and
organizations become more effective through planned
change.
De�iningOD
Among the many de�initions of OD, no single one is
universally accepted. Beckhard (1969) offers an early
de�inition
that is now considered classic: “Organization development is an
effort (1) planned, (2) organization-wide, and (3)
managedfrom the top, to (4) increase organizationeffectiveness
and healththrough (5) plannedinterventionsin the
organization’s ‘processes,’ using behavioral-scienceknowledge”
(p. 9).
Beckhard’s (1969) de�inition points to several key aspects of
OD:
1. It is a planned, intentional process to address a problem or
issue that needs to change.
2. It is organizationwide, based on an understanding that the
organization is an integrated system and that a
change made in one place may have rami�ications in others.
3. Topmanagement provides buy-in and support of the OD
effort.
5. 4. OD activities address both the effectivenessandthehealth of
the organization by boosting its performance
while making it a more humane place to work.
5. It is an intentional process, grounded in evidence derived
fromthebehavioralsciences.
You can see Beckhard’s points in other popular de�initions of
OD, such as this one from Cummings and Worley
(2009): “Organization development is a system wide application
of behavioral science knowledge to the planned
development, improvement, and reinforcement of the strategies,
structures, and processes that leadtoorganization
effectiveness[emphasis added]” (pp. 1–2).
Similarly, Anderson (2012) advocated: “Organization
development is the process of increasing organizational change
through the use of interventions driven by
socialandbehavioralsciencesknowledge[emphasis added]” (p. 3).
In other words, OD is an intentional change process that
involves the total system. It takes an evidence-based
approach to planning change that improves the effectiveness and
health of the organization. Moreover, management
is personally invested in making the organization more effective
and healthy. Consultants who work with
organizations to identify and implement appropriate
interventions practice OD.
ODConsultantsandClients
Many organizations rely on professionals to steer them through
complex and changing environments with planned
6. responses to problems and challenges. These professionals are
known as organizationdevelopmentconsultants.
Also known as OD practitioners, human resource developers,
human resource managers, or learning and
development professionals, OD consultants are skilled at
assessing problems, providing direct feedback to the
organization, and in�luencing change. OD consultants lead
organizations through interventions that are based on
careful study and preparation and are grounded in the
behavioral sciences.
The key stakeholder in the OD process is known as the client.
Sometimes there is more than one type of client. For
instance, the person who initially contacts the OD consultant
may provide introductory information about the
problem but not be the owner of the problem or the person
paying for the services. It is important for OD
consultants to correctly identify the client—an issue we will
cover in Chapter 3.
WhenIsODWarranted?
Beckhard (2006) notes there are certain conditions that warrant
an organization engaging in an OD effort. These
include when a client or organization wants to
1. change a managerial strategy;
2. develop an organization that better meets the needs of
employees, the organization, and the environment in
which the organization works (markets, community, and so
forth);
3. change cultural norms;
4. change structure and roles;
5. build intergroup collaboration;
6. improve communications;
7. 7. improve planning;
8. tackle issues related to mergers;
9. address motivation issues among the workforce; and
10. better adapt to a changed environment.
Have you experienced an OD effort at an organization you have
worked for? If so, what motivated it?
Interventions
When someone decides to make a change, they usually do
something speci�ic. For instance, if you decided to rein in
your spending, you might establish a budget, create a
spreadsheet to track it, switch to electronic banking, visit a
�inancial planner, or change your saving habits. Actions like
these that are taken to improve a situation are known as
interventions. What are some problems you have experienced
and interventions you have made?
In OD an intervention is a corrective action made to resolve
problems or address challenges. Interventions in OD
focus on tackling organization challenges such as low morale,
quality defects, shifting markets, new management,
leadership problems, strategic planning, and so forth.
PhilosophyofOD
Most of us want to do meaningful work in an organization that
has pleasant working conditions, with colleagues
who are respectful, and where our work is recognized and
rewarded. OD seeks to honor the individual and advance
organization goals. This commitment to bene�it all
8. organizational stakeholders is grounded in the philosophy of
humanism.
Humanism is the belief in the inherent good of human beings,
their capacity to reach full potential in life, and their
right to be treated fairly and humanely. “The OD value is not
about change but about change that makes people
better—humanistic values” (Marshak in Wheatley, Tannenbaum,
Yardley Grif�in & Quade, 2003, p. 4). OD experts
herald OD’s humanistic values as the �ield’s distinguishing
feature (Greiner & Cummings, 2004; Porras & Bradford,
2004; Wirtenberg, Abrams, & Ott, 2004), embracing the notion
that “the individual has to gain in the long-term for
the organization to gain in the long-term” (Porras & Bradford,
2004, p. 401).
Wirtenberg, Abrams, and Ott (2004) capture this sentiment:
The need in organizations to manifest socially responsible
values and create win–win business results has never
been greater. OD is in an excellent position to seize the
opportunity to build bridges, �ind common ground, and
address organizational and cultural divides. (p. 479)
If you are fortunate enough to work in an organization with a
highly functioning OD process, you should observe an
operation engaged in continual improvement for individuals,
teams, and the organization itself. As you read the case
study on Sparklite, ask yourself if this company is engaging in
humanistic practices.
CaseStudy:IsSparkliteaCandidateforOD?
Sparklite, a spark plug manufacturing plant, underwent a
management change 6 months ago when John
Stevenson became the plant manager. Stevenson replaced Al
9. Smith, who was a beloved manager and had
run the plant for 20 years. Smith was a hands-on manager. He
was always willing to roll up his sleeves and
work on a problem, whether it involved a machine in the plant
or a con�lict with a customer. He was not a
micromanager; rather, he would work closely with the team to
solve problems. He listened to input,
whether from the janitor or the vice president. He expected all
management personnel to behave similarly.
People who worked in the plant respected Smith and felt
respected by him. Over time a true community
atmosphere evolved, and the plant was one of the highest
performing in the company.
Stevenson, on the other hand, spends a lot of time in his of�ice,
reading over production numbers, talking
on the phone, and holding meetings with his management team.
Rarely does he go out onto the
manufacturing �loor and talk with employees or listen to their
ideas. When one of his managers suggests,
“It might be helpful if you spent more time getting to know our
workers,” Stevenson barks, “That is what I
pay the supervisors to do. My time is better spent on �inding
ways to cut costs and improve our margin.”
Stevenson is very driven by numbers: When they are not good,
he slams his �ist on the table and demands
that the next shift “pick up the slack.”
It does not take long for the supervisors to become afraid of
Stevenson and to quit coming to him with
problems. The convivial atmosphere the plant had enjoyed for
so many years quickly erodes into an
atmosphere of fear. Soon the plant’s performance begins to
suffer. Morale sinks. Members of the
management team begin applying for transfers to other
locations. Longtime workers are exploring other
10. employment options. This only makes Stevenson more
frustrated, agitated, and frightening to the workers.
One day a corporate vice president comes for a plant tour and
visit. It is immediately clear to her that the
plant has taken a turn for the worse. She talks with several
employees and can see that something has to
change.
CriticalThinkingQuestions
1. How might planned change play a role in turning things
around at Sparklite?
2. How aligned with humanism is the organization emerging
under Stevenson’s leadership?
CharacteristicsofOD
As we have already learned, OD is a planned change process
that is grounded in a humanistic philosophy. It also has
the following key characteristics (Beckhard, 2006, p. 9).
ODIsSystemsBased
OD interventions are planned with consideration for the whole
organization as a system. Like medicine, OD intends
to “�irst, do no harm.” Recall that the tenets of humanism
require that OD bene�it all stakeholders. This means, for
example, that before implementing a change to work �low, the
OD consultant would check to make sure the
adjustments do not have a negative impact elsewhere in the
organization. For instance, a work-�low change might
expose employees to repetitive-motion injuries or make the
work �low in another area unmanageable.
11. TopManagementIsCommitted
Effective OD secures management’s awareness of and
commitment to the chosen intervention and its management
from the very beginning. Employees look to management for
approval and example, and it is imperative for
organization leadership to visibly support any change effort. OD
consultants play a key role in holding management
accountable for demonstrating sustained and visible
commitment to the OD change process.
TheInterventionIsTiedtotheOrganization’sMission
A key aspect of securing management commitment is helping
leaders see how the OD initiative helps actualize the
organization’s mission. It is also important for employees to
understand this connection. For example, in the
Sparklite case study, the organization’s mission to produce
quality products on a timely basis was facilitated by a
collegial, collaborative atmosphere that was being eroded by
Stevenson’s behavior. If an intervention were made to
help Stevenson and other managers change their managerial
style to a more participative one, everyone would have
to understand and buy in to how the new behaviors would help
the organization meet its mission.
ThereIsLong-TermCommitmenttoImplementingtheIntervention
Although OD interventions can sometimes be relatively simple
and quick to implement, they often require a long-
term commitment, sometimes 2 to 3 years or more.
Interventions that change work practices, beliefs, or standards
do not succeed overnight. Making lasting organization change
needs long-term commitment and action from all
levels of the organization.
12. Consider a large change made by your organization—perhaps a
shift to a new database, marketing plan, or
procedure. How long did it take? Make a list of a few changes
you can recall and estimate how long they took.
Chances are, the more complex changes required more time and
resources.
ODHasa“BiasforAction”
Management guru Tom Peters, coauthor of
InSearchofExcellence,one of
the best-selling business books of all time, became famous for
saying that
ShannonFagan/Taxi/GettyImages
ThegoalofODistotaketimely,
meaningfulactiontoaddress
problems,challenges,and
opportunitieswithinthe
organization.
effective organizations have a “bias for action” (1982;
2004).Thismeans
that an organization engages in active decision making and
moves
quickly to action, rather than being caught in an incessant cycle
of
planning without action. Although OD implementation can take
a long
time, it is based on taking action, analyzing how the action is
working,
tweaking it, and repeating the process for as long as necessary.
13. ODFocusesonChangingAttitudesorBehavior
Lasting change occurs when people alter their ways of thinking
and
doing. This is why OD can be powerful and can also take a long
time to
implement. For example, when leaders experience opportunities
for
leadership development and receive feedback that indicates they
are not
as effective as they think they are, they usually engage in
introspection
and change. Becoming less autocratic may not happen
overnight, but real,
lasting change occurs as leaders experiment with new ways of
thinking
about their role as leaders and when they implement new
behaviors,
such as listening or including others in decision making.
ODTendstoIncorporateExperientialLearning
We will learn throughout this book that when people change,
they learn
new ways of thinking and doing. OD favors action; thus,
interventions
often create opportunities for employees to experience new
ways to
think and act. Can you recall a time when you participated in a
change
that prompted new learning? For example, when I participated
in a leadership development initiative, I learned how
to coach employees in a way that focused on helping them solve
problems on their own, rather than me giving them
the answer. Although there was a chance to learn about
coaching from books, I did not internalize it until there was
14. an employee in front of me with a problem and I made a
conscious effort to behave differently.
ODIsLargelyaGroupProcess
Most OD is not done in isolation. Even when consultants make
individual interventions such as providing training or
coaching, the goal is usually to help the person function better
with others. Similarly, changes in processes require
that groups understand and collectively implement the changes.
As we will discover, the �ield of group dynamics and
facilitation grew out of OD.
RealitiesandMisconceptionsAboutOD
To better understand what OD is, it is useful to explore what it
is not. Table 1.1 compares some common realities and
misconceptions about OD.
Table1.1:ODRealitiesandMisconceptions
ODrealities ODmisconceptions
OD is a systematic process of planned change to
address organization problems or issues. It follows the
action research model (introduced later in this
chapter).
OD is not management consulting or performance
improvement activities that focus on making speci�ic
expert, functional interventions that are disconnected
from the organization system.
ODrealities ODmisconceptions
15. OD is humanistic in that it seeks to improve
organizations through performance enhancements and
improvements to people that make an organization a
better place for all stakeholders.
OD is not oriented toward processes that only bene�it
the organization and economic values of performance
and productivity.
OD is strategic, and its interventions include a range of
activities.
OD is not simply training and development initiatives,
although often these interventions are erroneously
prescribed to address problems.
OD is a long-term commitment to change that requires
buy-in at multiple levels.
OD is not a short-term, quick �ix for problems.
OD interventions are customized to address needs
speci�ic to the organization and its goals.
OD does not come with a one-size-�its-all set of
interventions. Matching the right consultant with the
problem is important for effective OD.
The next section of this chapter examines OD’s origins and the
interventions that have developed over the past 70
years.
TakeAway1.1:WhatIsOrganizationDevelopment?
People constantly experience both planned and unplanned
16. change in the course of their personal
and work lives.
OD is a planned change effort that is supported by management
and applied system-wide to
increase organization effectiveness and health through
interventions targeted at organization
challenges or problems.
OD is practiced by individuals who help the organization cope
with and respond to change, also
known as OD consultants. They work with the key
organizational stakeholders or clients to resolve
problems.
OD is grounded in the philosophy of humanism that assumes
human goodness and seeks to do no
harm to the individuals or their organizations when making
changes.
Key characteristics of OD include: it is systems-based, top
management is committed, the
intervention is tied to the organization’s mission, there is a
long-term commitment to
implementing the intervention, there is a bias for action, it
focuses on changing attitudes or
behavior, it tends to incorporate experiential learning, and it is
largely a group process.
1.2TheHistoryofOD
If you work at a company, belong to a nonpro�it board,
participate in a professional organization, or are a member of
a church, it is likely you have engaged in team-building
exercises, �illed out climate surveys, collected data about the
organization, solved problems, developed talent, devised
strategy, or sought to change the organization. These
activities emerged during the historical evolution of OD,
17. beginning in the 1940s. These interventions are discussed
in chronological order in this section, which also introduces you
to some key terminology used in the �ield. (Refer to
the Key interventions in the history of OD interactive timeline
for a summary of OD’s historical development.)
KeyinterventionsinthehistoryofOD
T-GroupsandtheEmergenceofOD(1940s)
Kurt Lewin (1898–1947) is widely regarded as the father of OD
for his innovations in group dynamics and action
research, although he died before the term
organizationdevelopment came into use in the mid-1950s. It is
dif�icult to
overstate Lewin’s contributions to the �ield. As Burke (2006)
notes, “His thinking has had a more pervasive impact
on organization development, both directly and indirectly, than
any other person’s” (p. 25).
AssociatedPress
KurtLewincontributedtoODwith
innovationsingroupdynamicsand
actionresearch.Forthisreasonheis
oftenreferredtoasthefatherofOD.
Author of the well-known saying “If you want truly to
understand
something, try to change it” (as cited in Neill, 2004), Lewin
applied his
logic by working in organizations to facilitate change. His
practice and
research led to some of the most important discoveries about
group
18. dynamics and factors that help organizations make effective
change.
Lewin founded the Research Center for Group Dynamics at the
Massachusetts Institute of Technology (MIT) in 1944. His key
contributions include understanding group facilitation,
inventing action
research, and demonstrating that social interactions could be
studied
with controlled experiments. Lewin developed many of the
classic OD
interventions still in use today. These are discussed further in
this
chapter and throughout this book.
Can you recall a time when you discussed a process with a
group you
belong to? Or a situation in which it would have been helpful to
re�lect on
issues such as “What were your assumptions when you
disagreed with
the decision?” “What did you really want to say?” “What just
happened
here?” or “How did our behaviors impact the meeting?” When a
group
engages in such conversations, it is known as a training group,
or T-
group. This is a small group in which participants receive input
about
their own behaviors and discuss how they affect the group
dynamics.
Lewin accidentally discovered the process used in T-groups,
known as
laboratory training or sensitivity training. This “accident”
represented
the founding of OD.
19. The �irst T-group occurred in 1946 when Lewin, then a faculty
member at
MIT and director of the Research Center for Group Dynamics,
conducted
a training program aimed at improving community leadership
and interracial relationships for the American Jewish
Congress of New York’s Commission on Community
Interrelations. The T-group evolved when program participants
were invited to observe the daily posttraining debrie�ing
between community leaders and program facilitators.
The observers did not remain in that role for long; instead, they
jumped into the discussion to clarify, build on, or
dispute the observations raised by the trainers and researchers.
Lewin’s “aha moment” during these interactions
was the power of this act of re�lecting on the day’s experience
and questioning the assumptions and behaviors of the
individuals in the training program. These re�lections, in other
words, were more powerful than the training itself,
particularly in enabling participants to transfer their new
insights about group process back to relationships in their
workplace.
You may have unknowingly experienced an informal T-group if
you have ever met with coworkers to debrief a
meeting in which you spoke frankly and tried to make meaning
of your own and others’ actions during the meeting.
Sometimes this is known as “the meeting after the meeting.”
These exchanges are often much more enlightening and
educational than the formal meetings themselves.
WhoInventedThat?TheFlipChart
Ronald Lippitt and Lee Bradford are among those who helped
popularize the use of the �lip chart, a �ixture
20. in most meeting rooms today. They used the �lip chart to
record group insights and issues raised during the
1946 T-group sessions (French & Bell, 1999).
Although T-groups are still used today, their popularity has
waned because it is challenging to transfer insights from
the experience back to the workplace. Moreover, T-groups tend
to focus on individual behaviors and therefore are
not always effective at moving the group or organization to the
next level. Eventually, these limitations led to the
emergence of team building, representing OD’s �irst shift from
the individual to the group unit of analysis.
SociotechnicalSystems(1940s)
During the post–World War II era of rapid industrialization in
which T-groups emerged in the United States, changes
were also afoot in the United Kingdom, where Eric Trist and
Ken Bamforth of the Tavistock Institute
(http://www.tavinstitute.org/) encountered problems in their
consultancy with a coal mining company. The mining
teams were cohesive work groups that were responsible for
managing their work and received pay based on group
effort. However, they experienced problems when management
improved their equipment and technology in ways
that fractured their previously cohesive working arrangements.
Trist and Bamforth (1951) worked with the company to
reestablish the social elements that worked so well before
the technology changed. This was the �irst time that a
relationship between social and technical systems was
recognized. Both aspects had to be considered when
implementing change because they affected each other. In
short, organizations were now understood as
21. sociotechnicalsystems in which social and technical systems are
interrelated and interdependent.
Consider your own experience in school or at work. What are
the social and technical systems? How do they impact
each other? How has one affected the other?
ActionResearchandSurveyFeedback(1940s–1950s)
Lewin is known for saying, “There is nothing so practical as a
good theory” (as cited in Smith, 2001). He believed
that organizations should only enact interventions that are based
on sound data. Just as it is good practice for a
doctor to run tests to diagnose illness before prescribing
treatment, so too should organizations make data-based
diagnoses before prescribing treatments for organization
challenges. Kurt Lewin, John Collier, and William Whyte
believed that research and action had to be connected to help
organizations make and manage change. Based on this
belief, they developed a process of diagnosing organizational
ills in the 1940s known as action research.
ActionResearch
Actionresearch is a recurring, collaborative effort between
organization members and OD consultants to use data
to resolve problems. It is essentially a cycle of action and
research, followed by more action and research. For
example, Yvette might use a new meeting format with her team
(action) and decide to interview team members
about its effectiveness (research). What she learns is then
shared with the team, the meeting format gets modi�ied
(action), and so on. The action research process helps the
organization collect, analyze, and apply data to make
informed decisions and not waste time and money on
inappropriate interventions.
22. The steps of action research include
1. collecting data about organizational problems or functioning,
2. analyzing data to understand the issue,
3. devising and implementing interventions to solve the issue or
problem,
4. collecting additional data to evaluate the results, and
5. repeating the cycle (back to step 1).
For example, suppose an organization is experiencing high
turnover. Rather than just guessing about the cause and
trying a program to address it, such as providing training, the
action research process would investigate the
http://www.tavinstitute.org/
turnover issue �irst by collectingdata. Data might be collected
by conducting exit interviews with former employees,
surveying current employees about their intentions to leave,
conducting a climate survey, or talking with managers.
The second step, analyzingdata, involves interpreting the
�indings of the data collected in the previous step. The
action research process is iterative; that is, the cycle of data
collection and action are often repeated, and they inform
future action. So in the case of turnover, exit interviews with
former employees might reveal that the issue is related
to pay, which the organization may want to investigate further
by collecting industry data.
Once enough data are collected and analyzed, the organization
is ready to move on to the third step, devisingan
intervention. The best solution in this case might be to adjust
the pay scale.
23. Finally, the organization is ready for step 4, evaluatingresults.
This often involves additional data collection and
analysis, such as monitoring the turnover rate to see if the
intervention worked. If it did not, then the action research
cycle repeats (step 5).
We will return to this action research model throughout this
book. Together, the humanistic philosophy and the
action research process distinguish OD from other organization
problem-solving pro-cesses. Action research is a
valuable model to memorize and follow, whether or not you
intend to work in the OD �ield.
TipsandWisdom
A knee-jerk reaction to organization problems is often to
prescribe training. Yet training is one of the
costliest interventions to implement. When training is an
inappropriate intervention, not only have time
and money been wasted designing and delivering it, but the root
cause of the original problem has gone
unaddressed. This outcome can lead to further problems,
frustrated employees, and lower organizational
performance.
SurveyFeedback
Organizations often collect data on employee satisfaction. Have
you ever received a survey asking you to rate
organization variables related to management, innovation, and
satisfaction along a continuum from strongly
disagree to strongly agree? If so, you have completed a
Likertscale (Likert, 1932) for an OD intervention known as
surveyfeedback.
24. Survey feedback is usually shared in meetings by providing a
consolidated analysis of the results to work groups and
their supervisors. During the feedback meetings, the data are
discussed and next steps determined. Survey feedback
is widely used in all types of organizations today and can be
especially useful for monitoring change. Likert became
a leading proponent of participative management, probably as a
consequence of his immersion in data about
management practices through his work in developing survey
feedback.
WhoInventedThat?TheLikertScale
Rensis Likert (1903–1981), a colleague of Kurt Lewin, is best
known for creating organization attitude
surveys and the commonly used 5-point Likert scale. Likert
developed these scales for organizations to
measure employee satisfaction on a range of issues. They yield
more sensitive results than a simple yes or
no. Today it is easy to create Likert scales with the help of web-
based programs such as SurveyMonkey®.
You can also purchase surveys from various vendors or work
with a consultant to create a customized one
for your organization. Likert was a founder of the University of
Michigan Institute for Social Research. You
can learn about its history and his involvement at the institute’s
website:
http://home.isr.umich.edu/about/history/timeline(http://home.isr
.umich.edu/about/history/timeline).
ParticipativeManagement(1960s)
Take a moment to recall managers you have known or worked
25. with. They might have been teachers, pastors, bosses,
coaches, board presidents, and so forth. Whom did you really
like and respect? Why? Whom did you despise? Why?
Chances are that you admired the managers who earned your
respect and trust through behaviors such as listening,
seeking your input, respecting you as a person, valuing your
contributions, and admitting their own mistakes. These
behaviors are typical of participative managers or participative
management. The rise of participative
management emerged as OD consultants sought to apply OD’s
humane and democratic principles to management.
Likert (1977) developed a categorization of management types
and styles that helped popularize participative
management. These include:
Exploitative–authoritative: characterized by decision making
from the top with little teamwork or
communication (other than threats).
Benevolent–authoritative: characterized by a master–servant
relationship between management and
employees, in which rewards are used to motivate, with minimal
teamwork and communication.
Consultative: characterized by a relationship of trust among
management and subordinates, in which both
rewards and involvement are used to motivate and there is a
higher level of shared responsibility for
meeting goals with moderate amounts of teamwork and
communication.
Participative: characterized by managerial trust and con�idence
in employees such that goals are collectively
determined and rewarded, the responsibility for meeting
organization objectives is shared, work is
collaborative, and communication is open.
Which management de�inition typi�ies the organization(s) you
belong to? Now that you have guessed, take this
26. management-style quiz to �ind out.
Assessment:Management-StyleQuiz
Participative management differs from traditional authoritative
management styles that seek minimal
input from workers in running the organization and are built on
top-down management, decision making,
and communication with little lateral interaction or teamwork.
Participative managers, in contrast, engage
all levels of employees in decision making, problem solving,
and strategic planning. Participative
management techniques have been found to increase
productivity, quality, and satisfaction. OD consultants
are trained to help managers become more participative in their
managerial practice through activities
such as management development and executive coaching.
Use this Leadership Style Survey to assess your management
style:
http://www.nwlink.com/~donclark/leader/survstyl.html
(http://www.nwlink.com/~donclark/leader/survstyl.html). How
would you classify it? Are you happy with it,
or do you have some work to do?
http://home.isr.umich.edu/about/history/timeline
http://www.nwlink.com/~donclark/leader/survstyl.html
QualityofWorkLife(QWL)(1950s–1970s)
The quality-of-work-life (QWL) movement emerged in the
1950s and 1960s. It focused on enhancing
organizations’ sociotechnical systems by incorporating union–
management cooperation, emplo-yee involvement,
and self-directed work teams. QWL was grounded in the idea
27. that organizations should promote individual well-
being, team functioning, and overall organization health. The
in�lation and escalating energy costs characteristic of
the 1970s shifted QWL’s focus to global competitiveness,
productivity, and employee satisfaction and became known
as totalqualitymanagement(TQM). W. Edwards Deming is
credited with being one of TQM’s founders, although
his ideas did not develop traction in the United States until the
1980s. He was embraced in Japan much earlier.
Typical QWL–TQM activities include quality circles (groups of
employees that meet and identify process-
improvement projects), employee involvement, employee
empowerment, process improvement, team decision
making, and self-directed work teams.
TipsandWisdom
The TQM movement is alive and well today. Certi�ication in
TQM is offered by organizations such as the
American Society for Quality (http://asq.org/learn-about-
quality/total-quality-
management/overview/overview.html(http://asq.org/learn-about-
quality/total-quality-
management/overview/overview.html)) and iSix Sigma
(http://www.isixsigma.com/methodology/total-
quality-management-tqm/eight-elements-
tqm(http://www.isixsigma.com/methodology/total-quality-
management-tqm/eight-elements-tqm)). Many organizations also
apply for the Malcolm Baldrige Award,
which recognizes outstanding quality performance
(http://www.nist.gov/baldrige
(http://www.nist.gov/baldrige)). The International Organization
for Standardization provides international
standards for quality management (ISO 9000)
(http://www.iso.org/iso/home
/standards/management-standards/iso_9000.htm
28. (http://www.iso.org/iso/home/standards/management-
standards/iso_9000.htm)), with which many
organizations also seek to comply.
WhoInventedThat?Kaizen
Kaizen (Imai, 1986) means “improvement” or “change for the
best” in Japanese. The Kaizen principle
captures the notion of continuous improvement that became a
dominant in�luence in post–World War II
Japan and a key idea in the TQM movement. The Kaizen
principle applies to work processes, individuals,
groups, and all levels of the organization. Deming originated
the quality improvement principles that
helped Japan develop into a manufacturing powerhouse in the
United States, although they did not receive
traction in the United States until it became a competitive
necessity to improve quality in manufacturing.
OrganizationCulture(1980s)
http://asq.org/learn-about-quality/total-quality-
management/overview/overview.html
http://www.isixsigma.com/methodology/total-quality-
management-tqm/eight-elements-tqm
http://www.nist.gov/baldrige
http://www.iso.org/iso/home/standards/management-
standards/iso_9000.htm
As OD practice shifted from individuals to groups, the natural
progression was to expand that focus to the
organization itself and how it could be more effective and
ef�icient. With this shift, OD looked to the unique rules,
values, and rituals that governed the beliefs and behaviors of
organization members; that is, to the study of
29. organizationculture. Jacques (1951) de�ines organization
culture as
the customary or traditional ways of thinking and doing things,
which are shared to a greater or lesser extent by
all members of the organization and which new members must
learn and at least partially accept in order to be
accepted into the service of the �irm. (p. 251)
Schein (1991), a prominent culture scholar, de�ined culture as
a pattern of basic assumptions that are invented,
discovered, or developed by a given group as it learns to cope
with its problems of adaptation to the external
environment. He suggested that when we understand culture, we
can understand how it impacts its members’
thoughts, feelings, and actions. Think of a culture you belong to
and identify some of its beliefs, activities, and
customs.
Although the issue of culture was addressed in the study of
organizations as early as the 1950s, organizational
values and culture were rarely studied systematically until the
early 1980s (Peters & Waterman, 1982). The notion
driving this shift was that organization culture needed to align
with strategy. Consider high tech as an example.
Today the culture of these companies values creativity,
innovation, and speed. Companies such as Google or Apple
demand innovation on what is often referred to as “Internet
time”—intense hours and quick turnarounds on
projects. In return for the high expectations and long hours, the
work environments are casual and cater to every
need employees might have, including grooming, eating, health
care, child care, and even pet care. This type of
culture supports these companies’ strategy of being �irst with
the most innovative products and services. In
contrast, companies focused on �inance or manufacturing have
30. a very different organization culture.
Every organization has a culture governed by spoken or
unspoken rules. For example, some organizations are highly
hierarchical, and it would be culturally taboo to skip rank to
raise issues with upper management. Although this
cultural rule may not be written anywhere, violating it would
result in quick correction by the culture’s members.
Culture also has artifacts that express its values and rules. The
Apple corporation’s icon represents its mantra of
“think different” and has become an iconic representation of a
culture of innovation and design. Major university
sports teams have logos and mascots that carry meaning. For
example, the mascot of the University of Georgia is the
English bulldog. This symbol holds many meanings, and people
often refer to the university as “the Bulldawg
Nation” and have a ritual of barking during kickoff at football
games.
PlannedandStrategicChange(1980s–1990s)
When you set a goal for yourself and intend to be successful,
you typically have a plan. Consider your pursuit of a
college degree. You have probably plotted your course work,
determined your time line, and sought out people and
other supports to help you succeed. Without some sort of
strategy, your chances of success are slimmer. Similarly,
organizations make plans to help achieve their goals. In OD
these steps are known as planned and strategic change.
The movement toward planned and strategic change emerged as
OD consultants recognized the importance of
linking organization change initiatives to the broader strategy
and goals of the organization.
Earlier in the chapter, OD was described as planned change. OD
interventions such as updating software, shuf�ling
31. managers, or introducing new procedures typically �low from
decisions to make changes that are associated with a
higher performing organization. In contrast, strategicchange
involves aligning the organization’s strategy with its
mission while accounting for technical, cultural, environmental,
social, and political systems (Beckhard & Harris,
1977). For example, the organization might reach out to its
local community regarding recycling or pollution
reduction (environmental and political strategy), adopt a new
social networking marketing campaign (technical
strategy), or make deliberate efforts to shift the organization
culture through leadership development, management
reorganization, or mergers and acquisitions (cultural strategy).
Strategic change usually follows some type of
upheaval that may be unplanned, such as a change in
government regulations, competition, new technology, or a
new leader. Such strategic disruptions have occurred on a
national scale in the United States—for example, with
health care legislation, the rapid and broad adoption of
smartphones, and the election of President Barack Obama.
OrganizationLearningandtheLearningOrganization(1990s)
OD’s concentration on culture and strategic change fueled the
interest in learning as a key lever in creating high-
performing organizations in the 1990s. The shift to learning
also parallels the rise of the knowledgesociety, the
cultural and social shift away from industrialization to an
economy based on service and intellectual work.
How an organization acquires and uses knowledge is known as
organization learning. It involves ongoing,
collaborative learning among the employees. Song, Joo, and
32. Chermack (2009) describe organization learning “as the
collaborative learning process of individuals . . . [the] learning
processes that transform local or individual
knowledge into collective knowledge” (p. 47). A key bene�it of
organization learning is that it can help organizations
be more competitive when they enhance their capacity to create,
share, and preserve knowledge.
When organizations attempt to use learning as a strategic
advantage and create infrastructure and interventions to
do so, they are striving to become a learningorganization. This
concept was popularized by Peter Senge’s 1990
book The Fifth Discipline: The Art and Practice of the Learning
Organization. Senge (1990) de�ined learning
organizations as “organizations where people continually
expand their capacity to create the results they truly
desire, where new and expansive patterns of thinking are
nurtured, where collective aspiration is set free and where
people are continually learning how to learn together” (p. 56).
Watkins and Marsick (1993) suggested “a learning
organization is one that learns continuously and can transform
itself ” (p. 8). They developed the Dimensions of the
Learning Organization Questionnaire (DLOQ), which measures
learning organization capacity in seven areas:
1. Continuous learning: Opportunities for ongoing education
and growth are available, and learning is built
into the work itself to promote on-the-job learning.
2. Inquiry and dialogue: The organization culture is built around
developing the capacity to listen and inquire
into the assumptions and perspectives of others. Questioning
and feedback are welcome behaviors.
3. Team learning: Teams are expected to learn and create new
knowledge together.
33. 4. Embedded system: Systems to capture and share learning
exist and are integrated with work and available
for employees to access.
5. Empowerment: Organization members are involved in
creating and implementing a shared vision and share
responsibility for attaining it.
6. System connection: The organization is connected to its
broader communities.
7. Strategic leadership: The leaders are committed to using
learning as a business strategy and support
learning efforts.
You can take the assessment below to evaluate your
organization’s readiness to become a learning organization.
Assessment:DimensionsoftheLearningOrganizationQuestionnair
e
Take the DLOQ to see if your organization is a learning
organization at this site:
http://www.partnersforlearning.com/instructions.html
(http://www.partnersforlearning.com/instructions.html).
A simple way to think about the difference between
organization learning and a learning organization is
that organization learning describes how an organization learns.
A learning organization is what an
organization does to strategically leverage organization learning
to improve performance and outcomes.
http://www.partnersforlearning.com/instructions.html
34. ContemporaryTrends(2000s)
“Organization effectiveness” and “employee engagement” are
the newest buzzwords on the OD scene. Both terms
have gained prominence only in the last decade.
Anderson (2012) explains that the idea of
organizationeffectiveness is not notably different from
organization
development and that it was part of Beckhard’s (1969) classic
de�inition. However, the shift may be away from
development, which some viewed as a “soft” term, and more
toward more practical efforts to quantify OD activities
and outcomes. Nevertheless, former PepsiCo chair Roger Enrico
is noted for saying, “The soft stuff is always harder
than the hard stuff ” (as cited in LeadershipNow, n.d.), meaning
that working on “soft” human relations issues such
as communication, leadership, team cohesion, con�lict
resolution, and the like are much more challenging than
repairing “hard” problems related to machinery, correcting
defects, and analyzing organizations’ �inancial waste.
To learn about the essentials of an effective organization and
how they relate to productivity, Haid, Schroeder-
Saulnier, Sims, and Wang (2010) conducted a global study of
nearly 29,000 employees from 10 major industry
sectors in 15 countries in the Americas, Europe, and
AsiaPaci�ic. Review the report “Organization Effectiveness:
Discovering How to Make it Happen” at
http://www.right.com/thought-
leadership/research/organizational-
effectiveness -discovering-how-to-make-it-happen.pdf
(http://www.right.com/thought-
leadership/research/organizational-effectiveness-discovering-
how-to-make-it-happen.pdf).
35. Interventions that promote employee involvement and
satisfaction are collectively known as employee
engagement. This trend may harken back to the employee
involvement and empowerment initiatives that were
characteristic of QWL/TQM programs in the 1980s. Anderson
(2012) noted that this return to individual concerns
may be a measure to counteract the emergence of organization
effectiveness. Noting that organization effectiveness
and employee engagement may be too young to gauge as true
OD trends, Anderson (2012) observed that they are
receiving attention in practice, if not research.
The interventions pro�iled in this section have traced OD from
its beginnings in the 1940s with T-groups focusing on
individual behavior and accountability, to strategic
interventions focusing on the organizational system’s
effectiveness and health. OD is both change oriented and
learning oriented, and each of these innovations has
advanced organization practices and policies.
Now that you have a better sense of what OD involves, you may
be wondering who implements it. The next section
explores the values, competencies, and ethics of the OD
consultant.
TakeAway1.2:HistoryofOD
Historically, OD evolved from T-groups that focused on
individual interventions to more systemic
and strategic interventions that target overall organization
health and functioning.
OD has helped us understand organizations as sociotechnical
entities in which the social and
technical systems affect and are affected by each other.
OD has been instrumental in making the workplace more
humane with its advocacy of
36. participative management, quality of work life, and total quality
management.
OD contributed some key tools to organizations during the 20th
century, including the �lip chart,
Likert scale, action research model, and survey feedback.
Contemporary OD seeks to be more strategic and to foster
learning, organization effectiveness,
and employee engagement.
http://www.right.com/thought-
leadership/research/organizational-effectiveness-discovering-
how-to-make-it-happen.pdf
GreatStock/Corbis
ODpractitionerscollaboratewithclientsto
planandimplementchange.Theycanbe
eitherinternalorexternaltothe
organization.
1.3BecominganODConsultant
If you are excited about what you are reading or perhaps are
already involved in change efforts at work, you might
be interested in pursuing a career in OD. Even if this is not the
�ield for you, awareness of OD can help you
participate more effectively in an organizational intervention or
prompt you to decide to talk to an OD consultant to
facilitate organization change. This section describes OD
consultants and identi�ies the values, ethics, and
competencies needed for effective practice as well as
professional communities.
TipsandWisdom
Advanced graduate training is recommended for those interested
37. in pursuing a career as an OD consultant.
There are several outstanding graduate programs in OD and
human resource development that can
provide this specialized training. The Academy of Resource
Development maintains a comprehensive
listing of graduate programs in this area. See http://www.hrd-
directory.org(http://www.hrd-
directory.org).
WhoIstheODConsultant?
There are at least three types of OD consultants (Cummings &
Worley, 2009):
The �irst type includes internal or external consultants.
Internal consultants are employed by the organization as
permanent employees. External consultants are not
members of the organization and are hired on a temporary
basis. OD consultants typically have advanced training in
the �ield, ascribe to humanistic values, and have expertise
in group dynamics, facilitation, decision making, coaching,
leadership, and other social process areas.
The second type are often management consultants
working in content-oriented �ields related to OD, such as
total quality, organization design, reward systems,
information technology, or business strategy (Cummings &
Worley). They work in conjunction with OD consultants to
implement interventions.
The third type includes managers who apply OD to their
own functional areas. Although they may not be formally
trained in OD, their organizations provide training, and
they gain experience from interventions they are
responsible for managing. This manager-as-OD-
practitioner is on the rise as organizations attempt to
rapidly implement change. Managers often build this
expertise by working with OD consultants in ongoing
38. change programs in their organizations.
http://www.hrd-directory.org/
Cummings and Worley (2009) note that the distinctions between
these three types of OD consultants are blurring.
See the Tips and Wisdom in this section for advice on pursuing
an OD career.
ODValuesandEthics
Humanism has already been introduced as an underlying
philosophy of OD. People who embrace humanism seek to
trust and respect others and help them develop and grow. They
also value democracy, equity, and fair treatment. In
OD this translates into creating healthy, equitable, af�irming
organizations for all members.
Anderson (2012) translated OD’s history of humanism into
modern-day values that include
1. participation, involvement, and empowerment;
2. groups and teams;
3. growth, development, and learning;
4. valuing the whole person;
5. dialogue and collaboration; and
6. authenticity, openness, and trust.
Each will be discussed in the following sections.
Participation,Involvement,andEmpowerment
OD is not about consultants prescribing change in isolation.
Rather, it is a collaborative, democratic partnership in
which organization members have input throughout the process
39. and co-own the change. This value re�lects an
understanding that changes only endure when system members
have involvement and say in the changes chosen
(Schein, 1990). That is why interventions that promote
organization members’ participation, involvement, and
empowerment are so highly valued in OD. Examples of these
types of interventions include participative
management, T-groups, survey feedback, quality of work life,
and learning organizations.
GroupsandTeams
An organization relies on groups and teams to do its work.
Groups and teams are often the focus of OD
interventions. Beckhard (1969) emphasized that “the basic
building blocks of an organization are groups (teams)”
(p. 26). A key competency for OD practitioners is to understand
group dynamics and strategies for facilitating group
process. High-performing groups and teams are built on
productive relationships among members, high levels of
communication, clearly de�ined roles, speci�ic goals, the
ability to resolve con�lict, and recognition for goal
attainment. When groups and teams are high performing, they
create great results for the organization.
Growth,Development,andLearning
“Perhaps the value that differentiates organization development
from most other management and consulting work
is its emphasis on growth, development, and learning”
(Anderson, 2012, p. 42). This value is also in sync with the
reality that adults are continually learning, developing, and
changing throughout their lives (Merriam & Bierema,
2014). A signi�icant amount of adult learning happens in the
workplace, whether it is formal education in a �ield
such as accounting, formal training on how to use computer
40. software, informal learning where workers observe or
ask coworkers how something is done, or incidental learning
that is a byproduct of something else (for instance, one
might observe interpersonal dynamics between colleagues
during a meeting and conclude they do not like each
other). Valuing growth, development, and learning also �its
with OD’s humanistic philosophy that through learning
and development we can turn around nonperforming individuals
and teams; learn what is preventing optimal
performance; and create organizations that promote, rather than
impede, learning.
ValuingtheWholePerson
Consider yourself. You probably have a job title, but this is not
the totality of who you are. In addition to that, you
have roles, hobbies, interests, and relationships outside work.
Sometimes in organization life we typecast people
based on their positions and fail to consider their input or
interest in issues beyond the scope of their job. For
example, a secretary might be heavily involved in community
service, serving on nonpro�it boards, holding key
leadership roles, facilitating meetings, and leading strategic
planning. These experiences could provide valuable
insights to her organization, yet when it comes to setting
organization strategy, no one thinks to engage her because
she is a secretary. Valuing the whole person means seeing
organization members as people, not positions. It involves
treating people with respect and inviting their participation. It
also incorporates creating an environment that
values diversity and inclusion—one where people feel welcome
and valued regardless of age, race, gender, class,
national origin, sexual orientation, ethnicity, religion, physical
ability, and so forth.
41. DialogueandCollaboration
“A key value in organization development is the creation of
healthy environments that promote collaboration rather
than competition, with the assumption that a win–win solution
is both possible and more desirable than con�lict”
(Anderson, 2012, p. 44). How individuals and groups
communicate with each other has a signi�icant impact on
whether collaboration is possible. Our cultural communication
pattern in the United States is debate centered. That
is, people often take a win–lose stance in conversations. The
exchange is not about creating meaning or
understanding, but rather about swaying the other person to
your way of thinking. This type of advocacy-based
conversation is known as discussion (Ellinor & Gerard, 1998;
Senge, 1990). Discussion is not necessarily bad, since
advocating ideas is necessary for us to make decisions. Where it
breaks down is when an advocacy stance is the only
mode of discourse used. All you need to do is turn on talk radio
or television to see daily—if not hourly—examples
of this highly confrontational, negative, nonproductive form of
discourse at its extreme. Sadly, it has become the
default way of communicating in many social settings,
including organizations.
An alternative form of discourse is one in which you do not
seek to prove your views as right or superior, but rather
to understand differing, perhaps contradictory viewpoints. This
is known as dialogue, or inquiry-based
communication. To effectively dialogue, you must suspend
judgment of various viewpoints, identify your
assumptions, truly listen to others, and practice inquiry and
re�lection (Ellinor & Gerard, 1998). When we dialogue,
rather than trying to determine who has the right answer, we
usually generate new meanings and ways of thinking
42. no one had thought of previously. OD practitioners must
become experts at dialogue because it effectively invites the
client into the conversation. Rarely should an OD practitioner
give clients the answer or tell them what to do.
Instead, the consultant might say: “What is not working?”
“What is one thing we could do today to begin addressing
the problem?” “What I hear you saying is . . .” “Would you say
more about that?”
Learning how to dialogue is important for implementing
effective philosophy and practicing OD because it helps
build collaborative relationships and bridge understanding. It
also builds knowledge and tolerance since it is based
on inquiry rather than advocacy and explores new ideas.
Discussion is useful when the group is ready to make a
decision—ideally after the group or organization has done its
best thinking and meaning making—through
dialogue. The key is to �ind ways to better balance the use of
discussion and dialogue.
Authenticity,Openness,andTrust
Authentic behavior with a client means you put into words what
you are experiencing with the client as you
work. Thisisthemostpowerfulthingyoucandotohavetheleverage
you are looking for and to build client
commitment.(Block, 1999, p. 37)
Authenticity as an OD practitioner involves candidly sharing
observations or asking questions of clients without
alienating them. Being authentic means sharing honest feedback
with the client in a way that saves face. Valuing
authenticity, openness, and trust enables OD practitioners to
43. identify the “elephant in the room” in a tactful and
respectful manner.
A consultant once worked with a very command-and-control
president whom most employees feared. She found
herself greatly affected by his mood. In one of their meetings,
he shared that he was perplexed about how to better
motivate his workforce. She looked at him and said, “You
know, I think you should just try smiling for a change and
see what kind of results you get.” The president was furious at
the “frivolous” suggestion and threw her out of his
of�ice. Nonetheless, after about 3 weeks, he called the
consultant back and admitted, “You were right.” He could not
believe the effect a visible change in his demeanor had on his
employees. The consultant in this story risked being
authentic with the client and in the end was able to have a
profound in�luence on him when he realized his effect on
the organization. When OD practitioners are successful with
authenticity, clients become more open and trust the
relationship. See the Tips and Wisdom in this section to see
how other OD consultants use smiling as an
intervention.
TipsandWisdom
5 Reasons to Smile More as a Leader
1. It helps others relax.
2. It draws people to you.
3. It enables you to connect.
4. It creates positive culture.
5. It elevates your mood.
For more on these reasons, visit http://us2.campaign-
archive1.com/?
u=52d5c7778a3adfda535c3b349&id=da7bef9cf2&e=6302681a5f
44. (http://us2.campaign-archive1.com/?
u=52d5c7778a3adfda535c3b349&id=da7bef9cf2&e=6302681a5f
).
ODCodeofEthics
OD practitioners abide by the International Society for
Organization Development and Change’s code of ethics. They
are available at: http://www.isodc.org/resources/Pictures
/CodeofEthics.pdf
(http://www.isodc.org/resources/Pictures/CodeofEthics.pdf).
OD’s humanistic orientation is evident throughout this code, in
its emphasis on quality of life, health, justice, dignity,
win–win outcomes, holistic perspectives, and participative
decision making. What aspects of the OD code of ethics
resonate with you? How well are you living up to this code?
How well is your organization living up to this code?
CompetenciesofODPractitioners
“A consultant is one who provides help, counsel, advice, and
support, which implies that such a person is wiser than
most people” (Burke, 1992, p. 173). According to Cummings
and Worley (2009), OD consultants need the following
foundational competencies to be effective at OD. Foundational
competencies represent the theoretical knowledge
that is helpful when doing OD work. This theoretical knowledge
includes an understanding of the following:
organizational behavior,
individual psychology,
http://us2.campaign-
archive1.com/?u=52d5c7778a3adfda535c3b349&id=da7bef9cf2
&e=6302681a5f
45. http://www.isodc.org/resources/Pictures/CodeofEthics.pdf
group dynamics,
management and organization theory,
research methods and statistics,
comparative cultural perspectives, and
functional knowledge of business.
Beyond this theoretical knowledge is a host of competencies
related to facilitating an OD process and engaging with
your client interpersonally. The Organization Development
Network has provided a comprehensive list of OD
competencies on its website
(http://www.odnetwork.org/?page=ODCompetencies(http://www
.odnetwork.org/?
page=ODCompetencies) ). You can download a PDF of the list
here:
http://c.ymcdn.com/sites/www.odnetwork.org/resource/resmgr/d
ocs/od_competencies.pdf
(http://c.ymcdn.com/sites/www.odnetwork.org/resource/resmgr/
docs/od_competencies.pdf).
The list includes 16 areas with 141 competencies that make OD
practitioners effective. The 16 areas include the
following:
1. Marketing services as an OD practitioner or consultant.
2. Enrolling the client by building trust.
3. Contracting with the client to establish the boundaries of the
consulting relationship.
4. Conducting a mini-assessment to clarify issues, pinpoint
biases, and identify power relations.
5. Diagnosing the root problem using a process of data
collection and analysis.
6. Sharing feedback of the data analysis with the client.
46. 7. Planning the appropriate intervention based on data analysis
and feedback.
8. Facilitating participation of key stakeholders in the decision
making and implementation of the intervention.
9. Implementing the intervention to address the root problem.
10. Conducting evaluation to assess whether the intervention
effectively solved the problem.
11. Followingup with the organization to monitor and adjust the
changes made as a result of the intervention.
12. Monitoring the client’s adoption of the changes.
13. Facilitating the separation of the consultant from the
organization (promoting client independence).
14. Developing and enhancing self-awareness to ensure you are
functioning at a high level of mental, physical,
spiritual, and intellectual health.
15. Honing your interpersonalskills in a way that makes you a
role model to the client due to building trust with,
listening to, and respecting others.
16. Managing other areas of OD competency that build cultural
sensitivity, technical competence, and ongoing
learning to stay current and relevant as an OD practitioner.
You may be thinking that this is a formidable list! The array of
technical, diagnostic, and interpersonal skills is
somewhat daunting and requires those who practice OD to
engage in continuous learning, growth, and
development. This ongoing self-improvement helps us develop
into leaders and role models our clients want to
listen to and emulate. These core competencies will be examine
in more detail later in this book.
Burke (1992) states that having foundational and core
47. competency is necessary but not suf�icient to do OD. He adds
important interpersonal competencies for effective practice.
These include:
Tolerating ambiguity. There are no recipes for OD because
every organization and problem is unique and
requires a customized solution.
In�luencing the client. Consultants rarely have formal
organizational power to implement interventions,
making persuasive skills imperative. Block (1999) eloquently
summed up the life of a consultant as having
in�luence without power.
Being direct. As discussed in the authenticity section, this
requires confronting dif�icult issues that no one
wants to raise.
Providing support. Clients need support as they encounter
challenges related to change, such as con�lict,
resistance, or stress.
http://www.odnetwork.org/?page=ODCompetencies
http://c.ymcdn.com/sites/www.odnetwork.org/resource/resmgr/d
ocs/od_competencies.pdf
Controlling your own emotions. Your presence, behaviors, and
comments signi�icantly impact the client and
organization. Remember to behave calmly and respectfully.
Recognizing and using teachable moments. OD is a learning
process for the client, so it is important to
recognize and use teachable moments as they arise.
Maintaining a sense of humor. Consulting work can be
challenging and stressful, so humor is a good tension
breaker.
Executive presence. This means exuding self-con�idence,
interpersonal savvy, and a sense of mission about
your work.
48. ProfessionalCommunities
Now that we have reviewed the types of OD practitioners and
their values, ethics, and competencies, let us examine
the professional community of OD. Organizations where OD
professionals can network with each other include:
International Society for Organization Development and Change
http://www.isodc.org(http://www.isodc.org)
Organization Development Network
http://www.odnetwork.org(http://www.odnetwork.org)
These organizations have conferences, training, journals and
newsletters, and other resources to support OD
practitioners.
Journals dedicated to advancing both research and practice of
OD include:
HumanResourceDevelopmentInternational
http://www.tandfonline.com/toc/rhrd20/current#.UemsUGkS75h
(http://www.tandfonline.com/toc/rhrd20/current#.UemsUGkS75
h)
HumanResourceDevelopmentQuarterly
http://onlinelibrary.wiley.com/journal/10.1002/(ISSN)1532–
1096
(http://onlinelibrary.wiley.com/journal/10.1002/(ISSN)1532-
1096)
50. OD’s values and ethics are grounded in its humanistic
philosophy and include participative
management, teamwork, continuous learning, collaboration, and
a spirit of authenticity and
openness.
Being an OD practitioner or consultant involves developing
book knowledge of OD foundations and
theory, as well as process knowledge that will help the
practitioner be a high-functioning role
model for leadership and organization innovation.
SummaryandResources
ChapterSummary
People constantly experience both planned and unplanned
change in the course of their personal and work
lives.
OD is a planned change effort that is supported by management
and applied system-wide to increase
organization effectiveness and health. It uses interventions
targeted at organization challenges or problems.
OD is practiced by individuals known as OD consultants. They
help the organization cope with and respond
to change and work with the key organizational stakeholder or
client to resolve problems.
OD is grounded in the philosophy of humanism that assumes
human goodness and seeks to do no harm to
the individuals or their organizations when making changes.
Key characteristics of OD include: it is systems-based, top
management is committed, the intervention is tied
to the organization’s mission, there is a long-term commitment
to implementing the intervention, there is a
bias for action, it focuses on changing attitudes or behavior, it
tends to incorporate experiential learning, and
51. it is largely a group process.
Historically, OD evolved from T-groups that focused on
individual interventions to more systemic and
strategic interventions that target overall organization health
and functioning.
OD regarded organizations as sociotechnical entities in which
the social and technical systems affect and are
affected by each other.
OD has been instrumental in making the workplace more
humane with its advocacy of participative
management, quality of work life, and total quality
management.
OD contributed some key tools to organizations during the 20th
century, including the �lip chart, Likert
scale, action research, and survey feedback.
Contemporary OD seeks to be more strategic and foster
learning, organization effectiveness, and employee
engagement.
OD can be practiced on multiple levels, from participating in a
process in the course of your work life,
managing a function where OD is applied, assisting an OD
process with specialized knowledge, or working
as an OD consultant.
OD’s values and ethics are grounded in its humanistic
philosophy and include participative management,
teamwork, continuous learning, collaboration, and a spirit of
authenticity and openness.
Being an OD practitioner or consultant involves developing
book knowledge of OD foundations and theory,
as well as process knowledge that will help the practitioner be a
high-functioning role model for leadership
and organization innovation.
ThinkAboutIt!Re�lectiveExercisestoEnhanceYourLearning
1. Describe your own work setting. How humanistic is it?
2. Lewin was famous for saying, “If you want truly to
52. understand something, try to change it” (as cited in Neill,
2004). What does this statement mean to you? How does it
relate to a change you have attempted to make?
3. What situations in your current work experience would be
enhanced by an OD process, or what has been
your experience with OD?
4. Where have you observed a humanistic philosophy in action?
How would you rate your organization in
terms of humanism?
5. What OD interventions pro�iled in this chapter have you
experienced?
6. How will knowledge of OD help you in your current or future
career?
ApplyYourLearning:ActivitiesandExperiencestoBringODtoLife
1. Identify your educational philosophy by taking the
Philosophy of Adult Education Inventory located at
http://ctl810.wikispaces.com/�ile/view/paei.tex.pdf(http://ctl81
0.wikispaces.com/�ile/view/paei.tex.pdf).
What is your dominant orientation? (Note: You might have
more than one dominant philosophy.)
2. Conduct a web search of the historical �igures of OD noted
in this chapter, such as Kurt Lewin, Richard
Beckhard, Rensis Likert, Peter Senge, or Karen Watkins.
a. Identify their key philosophy.
b. Note their key contributions to OD.
3. Return to the Sparklite case study and revisit your answers to
the questions.
53. a. How are they different now that you have completed the
chapter?
b. If you were an OD consultant hired to help the employees,
what would be your �irst steps? (You may want
to return to your answers after you have �inished reading the
entire book.)
c. Think of questions you would like to ask the employees.
4. Visit a website like Monster or Indeed and conduct a search
on OD jobs. This will be valuable information if
you plan to seek a career in OD. Scan the job descriptions and
note:
a. job titles
b. key training, skills, and competencies that regularly pop up
in the postings
c. salaries
d. types of organizations
e. other interests you may have
5. Identify two OD practitioners in two different organizations
and interview them about their role. Ask them
to describe:
a. their training and preparation
b. their career history
c. OD interventions they are proud of and what characterized
them
d. mistakes they have made
e. advice they would give new entrants to the �ield
6. Attend a local OD professional meeting. The Organization
Development Network has local chapters in major
metropolitan areas.
a. What did you learn about the �ield? Its practitioners?
b. Follow up with someone you met at the meeting and conduct
an informational interview.
54. 7. Attend a national meeting of an OD organization.
a. What key trends did you notice?
b. What did you learn from the attendees (insights,
introductions, and so forth)?
8. Write a review of an article from one of the OD journals
listed in this chapter.
a. Consider how you might apply the ideas listed in the article.
b. Identify your critiques of the article.
9. Identify and evaluate OD interventions you have experienced
in your organization.
10. Review the list of competencies for OD practice. Which
ones do you have experience with? Which ones do
you want to develop?
AdditionalResources
Media
FiveWaystoBuildaResilientOrganization
http://youtu.be/DMEodKZCNmg(http://youtu.be/DMEodKZCN
mg)
IndustryAtlas:ThePursuitofHappiness
http://youtu.be/N4WMoegOuHY(http://youtu.be/N4WMoegOuH
Y)
WebLinks
http://ctl810.wikispaces.com/file/view/paei.tex.pdf
http://youtu.be/DMEodKZCNmg
http://youtu.be/N4WMoegOuHY
55. Philosophical Re�lections on Change Inspired by Heraclitus
http://www.thedailyphilosopher.org/daily/000011.php(http://ww
w.thedailyphilosopher.org/daily/000011.php)
International Organization Development Association, an
international network of OD professionals, consultants,
practitioners and social scientists.
http://www.iodanet.org/(http://www.iodanet.org/)
Organization Development, consultant Don Clark’s site
containing information and knowledge on performance,
learning, training, and leadership.
http://www.nwlink.com/~donclark/history_management/od.html
(http://www.nwlink.com/~donclark/history_management/od.htm
l)
Action Research and Action Learning, by Australian consultant
Bob Dick.
http://www.aral.com.au(http://www.aral.com.au)
ActionResearchInternational, a refereed online journal of action
research.
http://www.aral.com.au/ari/arihome.html(http://www.aral.com.a
u/ari/arihome.html)
Canadian Journal of Action Research, a freely accessible, full-
text, peer-reviewed electronic journal intended for
elementary, secondary, and university teachers who are
concerned with exploring the unity between educational
research and practice.
56. http://cjar.nipissingu.ca/index.php/cjar(http://cjar.nipissingu.ca/
index.php/cjar)
Organisation Development: The Ultimate Practitioners Guide
for All Things OD, by consultant Carrie Foster.
http://organisationdevelopment.org(http://organisationdevelopm
ent.org)
Learn more about Kurt Lewin, Rensis Likert, and action
research at these links:
http://infed.org/mobi/kurt-lewin-groups-experiential-learning-
and-action-research
(http://infed.org/mobi/kurt-lewin-groups-experiential-learning-
and-action-research)
http://infed.org/mobi/action-
research(http://infed.org/mobi/action-research)
To learn about employee motivation and survey research, see:
http://www.businessballs.com/employeemotivation.htm(http://w
ww.businessballs.com/employeemotivation.htm)
To learn more about organization culture, see the Free
Management Library’s resources on the topic:
http://managementhelp.org/organizations/culture.htm(http://man
agementhelp.org/organizations/culture.htm)
The Tavistock Institute of Human Relations (TIHR), which
applies social science to contemporary issues and
problems. The Institute is engaged with evaluation and action
research, organizational development and change
57. consultancy, executive coaching and professional development,
with the goal of supporting sustainable change and
ongoing learning.
http://www.tavinstitute.org(http://www.tavinstitute.org)
Refer to Infed for a good overview of organization learning:
http://www.thedailyphilosopher.org/daily/000011.php
http://www.iodanet.org/
http://www.nwlink.com/~donclark/history_management/od.html
http://www.aral.com.au/
http://www.aral.com.au/ari/arihome.html
http://cjar.nipissingu.ca/index.php/cjar
http://organisationdevelopment.org/
http://infed.org/mobi/kurt-lewin-groups-experiential-learning-
and-action-research
http://infed.org/mobi/action-research
http://www.businessballs.com/employeemotivation.htm
http://managementhelp.org/organizations/culture.htm
http://www.tavinstitute.org/
http://infed.org/mobi/learning-in-organizations-theory-and-
practice (http://infed.org/mobi/learning-in-
organizations-theory-and-practice)
KeyTerms
actionresearch
authenticity
client
dialogue
59. T-group
totalqualitymanagement(TQM)
http://infed.org/mobi/learning-in-organizations-theory-and-
practice
2 Organization Change
LornaWilson/Taxi/GettyImages
LearningObjectives
After reading this chapter, you should be able to:
Categorize change according to rate of occurrence, how it
comes about, and scale.
Provide examples of personal and organizational interventions
that represent developmental,
transitional, and transformational change; �irst- and second-
order change; and operational and
strategic change.
Discuss the systems approach to change.
Describe three levels of change, including individual, group or
team, and organization or system.
Compare and contrast �ive models of organization change.
ScottAnderson/TheJournalTimes/AP
61. er,
print,andsharephotos.LikeBlockbuster,Kodakstruggledtoinnovat
ewith
foraysintopharmaceuticals,memorychips,healthcareimaging,docu
ment
management,andmanyother�ields.Unfortunately,theseventuresdi
dnot
restorethecompany’spro�itability.In January 2012 the New
York Stock
Exchange (NYSE) suspended trading of Kodak stock following
the
company’sannouncementthatKodakanditsU.S.subsidiarieshad�il
edfor
Chapter11reorganization.InFebruary2012theNYSEremovedtheen
tire
classofthecompany’scommonstockfromitslistingandregistration.
Itischallengingtoconvinceanorganizationtochange,particularlyw
hen
thingsaregoingwell,asthingsdidformany years for both
Blockbuster
andKodak.Evenwhencompaniesrecognizetheneedforchange,thepr
ocessiscomplexandchallenging,and most
effortsdonotsucceed.Infact,changeoftenfailstomeetitsintendedout
comes(Grif�ith,2002;Kogetsidis,2012;Self,
Armenakis,&Schraeder,2007).Some have estimated that 50% of
all change efforts fail (Quinn, 2011, and others
estimatethefailurerateevenhigher,atnearly70%(Balogun&HopeH
ailey,2004;Burnes&Jackson,2011;Higgs&
Rowland,2000).Simplyput,organizationsarenotverygoodatplanni
ngandimplementingchange.
Thepurposeofthischapteristoexploreorganizationchange.Wewilli
dentifyavarietyoftypesofchange,discussthe
systemsapproachtochange,examinelevels of change, and
62. compare and contrast change models. Let us begin by
consideringthenatureofchange.
2.1TheNatureofOrganizationChange
Change is the alteration or complete transformation of people,
processes, products, and places. As you know from
your own experience, change may be impermanent, transitional,
and even reversible (such as moving to a new city,
then perhaps moving home again) or permanent and
transformational (such as getting a college degree or
experiencing the death of a loved one). Organizations, too,
experience changes that can be subtle or
transformational, temporary or permanent. Managing change
effectively is considered a core competence of
successful organizations (Burnes, 2004).
ThreeCategoriesofChange
There are several ways to classify change. Cao, Clarke, and
Lehaney (2004) suggested change may be according to
organizational function, process, culture, or power distribution.
Senior (2002) took a different approach, organizing
types of change according to three categories: (a) rate of
occurrence, (b) how it comes about, and (c) scale.
RateofOccurrence
Change happens at varying paces. Often it is discontinuous and
episodic. There is only one event or episode of change
that makes a signi�icant break from what has gone on before.
Examples of discontinuous or episodic change might
include a natural disaster, economic cycles of recession and
expansion, or something more personal like the onset of
63. illness or a one-time change in work.
The opposite of discontinuous or episodic change is continuous
change—an ongoing process of shifts that can lead
to signi�icant alterations over time. People experience
continuous change with technological innovations. Just a few
years ago, the idea of a smartphone seemed far-fetched, yet
today they are widely owned. Continuous change is also
prevalent in health care, where new drugs and treatments have
prolonged life—at least in industrialized countries.
HowChangeComesAbout
Another way of describing change is the way in which it occurs.
Planning is one way that change comes about,
particularly in OD. Change can also be unexpected, without
planning. This might also be considered evolutionary
change, which happens gradually and amounts to substantial
shifts over time. Organizations may be involved in
continuous improvement projects that gradually result in the
adoption of new technologies and improved
management practices such as participative management or
organization learning.
Change may also come about due to contingency—when
organizations are forced to respond to unique,
unanticipated variables that require special action and changes.
For example, lacking a necessary raw material
might require emergency alterations to product design. Another
way change comes about is via choice.
Organizations can choose what changes to make, such as
deliberately deciding to change their leadership style.
ChangeAccordingtoScale
The scale of change ranges from moderate ongoing changes at a
65. over a speci�ied period, they are making a
transitionalchange. Transitional change includes increasingly
using a device like a smartphone or gradually
reducing calorie intake in order to lose weight. On an
organization level, transitional change might occur through
reorganization, technology integration, new product
development, mergers or acquisitions, or globalization.
Transitional change seeks to accommodate the new state while
maintaining functionality during the conversion.
Employees usually view this change as a disruption in standard
operating procedures. For example, a large public
university recently switched the platform for its online courses.
The change began with an informational campaign.
Then, over two semesters, faculty could volunteer to be early
adopters of the technology. During this phase the early
adopters provided feedback to the information technology
department to help the entire organization fully
transition to this new technology. This strategy enabled the
university to continue to deliver online learning in both
the old and new formats while the technology was still in
development. The entire university was then able to
change to the new platform the following year.
A change that revolutionizes the organization and the ways its
members think and act is known as
transformationalchange. Transformational change is generally
not reversible, because processes, behaviors, or
beliefs become fundamentally different from those that
characterized the previous state. Transformational change
may be due to crisis, leadership transitions, culture or strategy
alterations, dramatic shifts in markets, or executive
coaching.
Some companies have managed to transform themselves and
stand
66. the test of time. IBM transformed from a mainframe computer
company into one that makes software, personal computers, and
storage solutions. Apple started as a transformational company:
In
a market dominated by large, unsightly computers with complex
software and awkward user interfaces, it introduced small, user-
friendly Macintosh computers with aesthetically pleasing
designs.
Apple gained an ardent fan base, but as its competition caught
on, it
almost faded into obscurity. Then, under the leadership of Steve
Jobs, the company underwent a series of transformational
changes
that transformed our relationship with personal digital assistants
via the iPad, iPhone, and iPod. Transformational change usually
requires a charismatic leader who inspires others with a vision
to
achieve the desired change and willingness to take risk.
First-andSecond-OrderChange
Change in OD has been historically classi�ied as �irst order
and second order. When individuals simply alter the
intensity, frequency, or duration of a behavior but otherwise
continue doing more or less what they have already
been doing, they are making a �irst-orderchange. For instance,
Jordan might decide to increase his exercise
CathyKeifer/iStock/Thinkstock
Justasacaterpillartransformsintoa
butter�ly,sotooissecond-order
changeanirreversibleprocessthat
alterswaysofbeing.
67. sessions from once to twice a week. Or a management team
might decide to communicate monthly instead of
quarterly about organization issues.
First-order change is considered easy to implement and readily
reversible. It does not require new learning, so it is
usually impermanent. Jordan might decide to go back to once-
weekly exercise sessions or to slack off on his regimen
all together. Or management may later decide to communicate
less frequently and implement that change easily.
Early OD focused on �irst-order change that involved moderate
adjustments to the organization, people, and
processes. These interventions were largely individualistic; that
is, practitioners modi�ied aspects of individuals’
behavior, believing that these individual changes would
translate into organization effectiveness. This mindset
caused OD consultants to overlook the big-picture, systemic
issues affecting the organization. As a result, early OD
often was ineffective.
Radical change that alters thinking, behaviors, or processes in
irreversible ways is known as second-orderchange.
This level of change requires a fundamentally different
approach to issues, as well as new learning. It is generally not
reversible and tends to be revolutionary or transformational. For
example, rather than simply increasing his number
of weekly exercise sessions, Jordan might meet with his doctor
to assess his overall health, get up earlier each day to
exercise, hire a personal trainer to work with him, consult a
registered dietitian, take a healthy cooking class, or
otherwise alter his mindset about exercise and health. Or,
management might restructure or fundamentally change
how it communicates, altering not only the frequency but also
the content and delivery mode. The rise of online
social networking offers an example of how organizations have
68. new platforms for communicating. Platforms such as
instant messaging, Twitter, wikis, social networking,
teleconferencing, e-mail, and collaboration apps (e.g.,
Basecamp) have radically changed the way employers,
employees, and customers communicate, and have also made
information more timely and comprehensive.
Contemporary OD, in its quest to change systems and cultures,
focuses on
second-order change. Examples include executive coaching that
transforms a leader’s behavior, performance feedback that
improves
individual and group performance, leadership development that
shifts
how leaders think and act, group and team facilitation that
revolutionizes
interpersonal dynamics, diversity and multiculturalism
initiatives that
make the organization more inclusive, total quality management
that
improves products and services, life–work balance programs
that reduce
stress, or organization restructuring that changes work
processes.
What �irst- and second-order changes have you made in your
life? How
successful were you at maintaining them? What changes have
you
noticed in your workplace? How effective are you at helping
others
change? Take the change leader style assessment to evaluate
yourself.
Assessment:WhatIsYourOwnChangeLeaderStyle?
69. Take this self-assessment to gain insight into your change style.
The survey covers 60 attitudes and
behaviors of leaders related to change management. It should
take about 20 minutes to work through the
assessment.
http://www.careacademy.org/ChangeManagement/Session3/Cha
ngeStyleAssessment/Managing
Change- Your Style Assessment.pdf
(http://www.careacademy.org/Change Management/Session
3/Change
StyleAssessment/ManagingChange-YourStyleAssessment.pdf)
http://www.careacademy.org/Change%20Management/Session%
203/Change%20Style%20Assessment/Managing%20Change-
%20Your%20Style%20Assessment.pdf
It is dif�icult to create change within an organization. In the
video, a manager encounters resistance from his team when
introducing a change in work systems.
OperationalandStrategicChange
When organizations make shifts that affect day-to-day
functioning or operations, they are making an operational
change. Examples include shifting the production schedule to
accommodate supply of raw materials, hiring
temporary workers to help cover a short-term increase in
product demand, adding overtime to meet production
numbers, problem solving around a quality issue, or creating a
newsletter to better communicate with employees.
TipsandWisdom
Notice the signs of approaching change: Pay attention to your
70. organization and the environment.
What do you notice, hear, and suspect?
Ask yourself: “What is the worst thing that could happen if
change X occurs?” Acknowledge that
the only thing you control is yourself. How do you want to show
up during the change?
Look for opportunities within the change to think differently,
take on new responsibilities, and
learn new things.
Help others cope. It will help take your mind off the uncertainty
and position you as a leader.
When the organization shifts its tactics to better achieve its
mission and vision, it is making a strategic change.
Strategic changes might include shifting the culture,
management, and rewards systems to be more inclusive as a
means of recruiting and retaining a diverse workforce; �iring
an executive and bringing in a person with a track
record for business turnarounds; hiring workers to pursue a new
market, product, or service; realigning people and
resources to focus on a goal of becoming number one in sales or
quality; or conducting a new marketing campaign
to reach new customers.
Whether operational or strategic, change can be stressful, but
strategies exist for coping with change.
AcceptingChange
TakeAway2.1:TheNatureofOrganizationChange
There are several ways of describing the nature of change in
OD, which is the alteration of the
complete transformation of people, processes, products and