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6-1
Implementing Organizational Change: Theory into Practice
Bert Spector
Chapter 6
Reinforcing New
Behaviors
Copyright © 2013 Pearson Education, Inc. publishing as
Prentice Hall
1
6-2
Learning Objectives
Identify the major structural choices faced by organizational
leaders and the behavioral implications of those choices.
Consider the requirement of aligning financial measures with
the strategic goals of the firm.
Analyze the role of information technology in impacting
employee behaviors.
Copyright © 2013 Pearson Education, Inc. publishing as
Prentice Hall
2
6-3
In all organizations, the activities of employees need to be
focused on two separate issues:
The functional or technical activities required to achieve the
desired outcomes of the organization.
2. Responsiveness to the external marketplace
(customers, suppliers, competitors, regulators, etc.)
Organization structure is a mechanism for helping to
achieve the desired focus.
Copyright © 2013 Pearson Education, Inc. publishing as
Prentice Hall
Organizational Focus
6-4
Building a Vocabulary
Organizational structure: the manner in which employees are
subdivided into units and divisions as a way of focusing effort
on the required tasks of the company
“Organization structure is more than just boxes and lines; it is a
way to focus the activities of employees.”
“As organizations move beyond the small, start-up stage, they
are likely to adopt a simple functional structure: people with
similar skills performing related activities are placed in
functional departments.”
Copyright © 2013 Pearson Education, Inc. publishing as
Prentice Hall
4
6-5
Functional Organizational Structure
“Use functional structures to shape the development of
technical skills and expert knowledge on the part of
employees.”
But:
“Organizations seeking to create seamless coordination across
functions may find that the silos erected through functional
structures get in the way.”
Copyright © 2013 Pearson Education, Inc. publishing as
Prentice Hall
5
CEO/
President
CFO
Business
Development
Sales
Engineering
Surfing
Production
Brand
Marketing
6-6
Divisional Organizational Structure
“Divisional structures enhance coordinated focus on the
marketplace but make integration across highly autonomous
divisional units difficult to achieve.”
Divisional structure: an organizational design choice that
groups people together in units based on common products,
services, or customer
Copyright © 2013 Pearson Education, Inc. publishing as
Prentice Hall
6
CEO/
President
CFO
Enterprise
Products
Commerce
Products
Publishing
Financial
Services
Retail
6-7
Matrix Organizational Structure
“Organizations move to a matrix structure help support dual
focus—on technical expertise and marketplace responsiveness”
Matrix structure:
an organizational design choice that groups people by both
function and product or product and geographical region
Marketing
R & D
Production
Procurement
Finance
CEO
Product
Line A
Product
Line B
Product
Line C
Copyright © 2013 Pearson Education, Inc. publishing as
Prentice Hall
7
6-8
Horizontally Linked Structure
“Organizations can use cross-functional teams to achieve
linkages across the various and interdependent activities of their
value chain.”
Horizontally linked structure:
an organizational design choice that groups people along the
value chain activities and processes that produce, market,
deliver, and service the firm’s offerings
Value-Chain Teams
Copyright © 2013 Pearson Education, Inc. publishing as
Prentice Hall
8
CEO
Warehousing
Designing
Cutting
& Sewing
Packaging
6-9
The Role of Structural Intervention in Implementing Change
Copyright © 2013 Pearson Education, Inc. publishing as
Prentice Hall
“Think of structural change in terms of Lewin’s refreezing, not
in terms of unfreezing.”
Compensation is one of the strongest, perhaps most immediate
tools that impact patterns of employee behavior.
“When structural change occurs early in a change process,
employees can be confused by its purpose, unsure of what new
competencies are being required, and unwilling—or
unable—to make appropriate alterations in behavioral patterns.”
6-10
Building a Vocabulary
Pay for performance: pay that is tied to the performance in the
form of either a merit raise to base pay or an incentive bonus
that does not increase base pay
“Individual incentives will be most effective in shaping
behavior when the individual controls the outcomes being
measured and rewarded, when the outcomes are tied to
improved performance, when the evaluation of an employee’s
contribution are perceived as being valid, and when the
difference between rewards for high and low performance is
significant.”
Copyright © 2013 Pearson Education, Inc. publishing as
Prentice Hall
10
6-11
Pay-for-Performance PlansPlanHow It WorksPiece
rateEmployee earns all or part of a wage based on number of
units produced. CommissionSales person earns all or part of a
wage based on number of units sold. Merit payEmployee earns
raise to base wage based on performance evaluation.
BonusEmployee earns extra payment based on performance
evaluation.
Copyright © 2013 Pearson Education, Inc. publishing as
Prentice Hall
11
6-12
Factors That May Undermine
Pay-for-Performance Plans
Performance appraisals are subjective.
Individual rather than group goals are emphasized.
Encourage short-term orientation at the expense of long-term
goals.
Merit pay raises become an expected annuity.
Lengthy time lag between performance and reward.
Many jobs cannot be isolated and precisely measured.
Pay differentials among performance levels are small.
Payout factors determined by organizational performance not by
individual performance.
Copyright © 2013 Pearson Education, Inc. publishing as
Prentice Hall
12
6-13
Team-Based Bonus Plans
Team-based bonuses:
Enhances team performance
Hurts collaboration among and between teams
“Organizations call upon team-based performance bonuses
to enhance the effectiveness of teams, but the bonus may
undermine collaboration between teams.”
“Bonuses based on the overall performance of the organization
make a symbolic statement recognizing the shared purpose and
responsibility of all employees and organizational units.”
“Bonuses based on the overall performance of the organization
make a symbolic statement recognizing the shared purpose and
responsibility of all employees and organizational units.”
Copyright © 2013 Pearson Education, Inc. publishing as
Prentice Hall
13
6-14
Building a Vocabulary
Extrinsic rewards: rewards (pay, promotion, praise, and so
forth) provided by the organization to employees
Intrinsic rewards: (feelings of pride, satisfaction, and self-
esteem) that accrue to the individual based on the performance
of a task
Pay equity: a perception by employees that their pay is fair and
equitable in relationship to others: peers inside the organization
and out as well as subordinates and superiors in the hierarchy
“By relying heavily on extrinsic rewards to shape employee
behavior, organizations risk driving out the intrinsic rewards
that might be associated with the work; as a result curiosity,
creativity, and problem‐solving behaviors may be lessened.”
“
“Introducing new incentives early in a change implementation
process risks negative consequences.”
“Organizations will not be able to call on intrinsic motivation
unless employees feel that they are being paid equitably.”
Copyright © 2013 Pearson Education, Inc. publishing as
Prentice Hall
14
6-15
Building a Vocabulary
Technology: the processes, mechanics, and interactions of
human behavior required to convert raw material into finished
offerings
“When introducing new technology, organizational leaders face
a choice: to use that technology to automate existing processes
or to use new technology to support transformed behaviors.”
“New technologies can be introduced as a way to support
desired behavioral changes.”
Copyright © 2013 Pearson Education, Inc. publishing as
Prentice Hall
15
All rights reserved. No part of this publication may be
reproduced, stored in a retrieval system, or transmitted, in any
form or by any means, electronic, mechanical, photocopying,
recording, or otherwise, without the prior written permission of
the publisher. Printed in the United States of America.
Copyright © 2013 Pearson Education, Inc. publishing as
Prentice Hall
6-16

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6-1Implementing Organizational Change Theory into Practice.docx

  • 1. 6-1 Implementing Organizational Change: Theory into Practice Bert Spector Chapter 6 Reinforcing New Behaviors Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall 1 6-2 Learning Objectives Identify the major structural choices faced by organizational leaders and the behavioral implications of those choices. Consider the requirement of aligning financial measures with
  • 2. the strategic goals of the firm. Analyze the role of information technology in impacting employee behaviors. Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall 2 6-3 In all organizations, the activities of employees need to be focused on two separate issues: The functional or technical activities required to achieve the desired outcomes of the organization. 2. Responsiveness to the external marketplace (customers, suppliers, competitors, regulators, etc.) Organization structure is a mechanism for helping to achieve the desired focus. Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall Organizational Focus
  • 3. 6-4 Building a Vocabulary Organizational structure: the manner in which employees are subdivided into units and divisions as a way of focusing effort on the required tasks of the company “Organization structure is more than just boxes and lines; it is a way to focus the activities of employees.” “As organizations move beyond the small, start-up stage, they are likely to adopt a simple functional structure: people with similar skills performing related activities are placed in functional departments.” Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall 4 6-5 Functional Organizational Structure
  • 4. “Use functional structures to shape the development of technical skills and expert knowledge on the part of employees.” But: “Organizations seeking to create seamless coordination across functions may find that the silos erected through functional structures get in the way.” Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall 5 CEO/ President CFO Business Development Sales Engineering Surfing Production Brand Marketing
  • 5. 6-6 Divisional Organizational Structure “Divisional structures enhance coordinated focus on the marketplace but make integration across highly autonomous divisional units difficult to achieve.” Divisional structure: an organizational design choice that groups people together in units based on common products, services, or customer Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall
  • 6. 6 CEO/ President CFO Enterprise Products Commerce Products Publishing Financial Services Retail 6-7 Matrix Organizational Structure “Organizations move to a matrix structure help support dual focus—on technical expertise and marketplace responsiveness” Matrix structure: an organizational design choice that groups people by both
  • 7. function and product or product and geographical region Marketing R & D Production Procurement Finance CEO Product Line A Product Line B Product Line C
  • 8. Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall 7 6-8 Horizontally Linked Structure “Organizations can use cross-functional teams to achieve linkages across the various and interdependent activities of their value chain.” Horizontally linked structure: an organizational design choice that groups people along the value chain activities and processes that produce, market, deliver, and service the firm’s offerings Value-Chain Teams
  • 9. Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall 8 CEO Warehousing Designing Cutting & Sewing Packaging 6-9
  • 10. The Role of Structural Intervention in Implementing Change Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall “Think of structural change in terms of Lewin’s refreezing, not in terms of unfreezing.” Compensation is one of the strongest, perhaps most immediate tools that impact patterns of employee behavior. “When structural change occurs early in a change process, employees can be confused by its purpose, unsure of what new competencies are being required, and unwilling—or unable—to make appropriate alterations in behavioral patterns.” 6-10 Building a Vocabulary Pay for performance: pay that is tied to the performance in the form of either a merit raise to base pay or an incentive bonus that does not increase base pay “Individual incentives will be most effective in shaping behavior when the individual controls the outcomes being measured and rewarded, when the outcomes are tied to improved performance, when the evaluation of an employee’s contribution are perceived as being valid, and when the difference between rewards for high and low performance is significant.” Copyright © 2013 Pearson Education, Inc. publishing as
  • 11. Prentice Hall 10 6-11 Pay-for-Performance PlansPlanHow It WorksPiece rateEmployee earns all or part of a wage based on number of units produced. CommissionSales person earns all or part of a wage based on number of units sold. Merit payEmployee earns raise to base wage based on performance evaluation. BonusEmployee earns extra payment based on performance evaluation. Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall 11
  • 12. 6-12 Factors That May Undermine Pay-for-Performance Plans Performance appraisals are subjective. Individual rather than group goals are emphasized. Encourage short-term orientation at the expense of long-term goals. Merit pay raises become an expected annuity. Lengthy time lag between performance and reward. Many jobs cannot be isolated and precisely measured. Pay differentials among performance levels are small. Payout factors determined by organizational performance not by individual performance. Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall 12 6-13 Team-Based Bonus Plans Team-based bonuses: Enhances team performance Hurts collaboration among and between teams “Organizations call upon team-based performance bonuses
  • 13. to enhance the effectiveness of teams, but the bonus may undermine collaboration between teams.” “Bonuses based on the overall performance of the organization make a symbolic statement recognizing the shared purpose and responsibility of all employees and organizational units.” “Bonuses based on the overall performance of the organization make a symbolic statement recognizing the shared purpose and responsibility of all employees and organizational units.” Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall 13 6-14 Building a Vocabulary Extrinsic rewards: rewards (pay, promotion, praise, and so forth) provided by the organization to employees Intrinsic rewards: (feelings of pride, satisfaction, and self- esteem) that accrue to the individual based on the performance of a task Pay equity: a perception by employees that their pay is fair and equitable in relationship to others: peers inside the organization and out as well as subordinates and superiors in the hierarchy
  • 14. “By relying heavily on extrinsic rewards to shape employee behavior, organizations risk driving out the intrinsic rewards that might be associated with the work; as a result curiosity, creativity, and problem‐solving behaviors may be lessened.” “ “Introducing new incentives early in a change implementation process risks negative consequences.” “Organizations will not be able to call on intrinsic motivation unless employees feel that they are being paid equitably.” Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall 14 6-15 Building a Vocabulary Technology: the processes, mechanics, and interactions of human behavior required to convert raw material into finished offerings “When introducing new technology, organizational leaders face a choice: to use that technology to automate existing processes or to use new technology to support transformed behaviors.” “New technologies can be introduced as a way to support desired behavioral changes.”
  • 15. Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall 15 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publisher. Printed in the United States of America. Copyright © 2013 Pearson Education, Inc. publishing as Prentice Hall 6-16