Oc 6440 work design
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This document discusses different approaches to work design: engineering, motivational, and socio-technical. The engineering approach uses traditional jobs and groups with high routinization and low autonomy. The motivational approach focuses on enriched jobs with high variety, autonomy, and feedback. The socio-technical approach uses self-managing teams that have control over tasks and are multi-skilled and flexible. It also outlines factors to consider like technical interdependence and personal needs to design work that optimizes technology and personal satisfaction.
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http://www.usp.ac.fj/index.php?id=mba423
Students:
Stuart Gow
Amrish Narayan
Chaminda Wanninayake
Graduate School of Business
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University of the South Pacific,
Private Bag, Laucala Campus,
Suva, Fiji.
Tel: (679) 323 1391/323 1392
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Kurt Lewin (1898–1947) is widely recognized as the founding father of OD, although he died before the concept became current in the mid-1950s.
From Lewin came the ideas of group dynamics and action research which underpin the basic OD process as well as providing its collaborative consultant/client ethos.
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Systematic approach to understand present state of organization and Specifies nature of problem and causes that provides basis for selecting strategies that involves systematic analysis of data for organization development.
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The document delves into the various phases of an HR audit process - the foundational/initiation phase which involves planning and set up, the assessment phase which involves analyzing policies and practices against criteria, and the concluding/reporting phase which involves preparing and presenting an audit report with findings and recommendations. Key aspects like developing checklists, formulating
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At the end of each chapter of the text book, there are chapter review questions (CRQs) which are meant to review and test the student’s understanding of the chapter. The facilitator will chose and then allocate the CRQs to each group during week 2 for class presentations in weeks 3 to 7. Some of these questions are being recommended by Stone as possible essay questions which are frequently asked in examinations throughout the world. The time for each presentation may vary from 10 to 20 minutes followed by class discussions. The group’s power-point presentations, both soft and hard copies, must be submitted to the course facilitator on or before the presentation. No written report is required for CRQs. The class and the facilitator will evaluate each group’s presentation. A blank evaluation form will be made available in class and posted in Moodle. However, the MBA 423 Human Resource Management GSB, FBE, USP facilitator has the final say in terms of the final marks to be allocated to each group. The criterias to be used as a guide for evaluating the CRQ presentations is provided in the blank evaluation form.
MBA 423 Human Resources Management (Elective Course)
The effective management of people has an important bearing on organisational success. The importance of personnel policies and procedures has created opportunity for managers and administrators with expertise in this field. The course provides conceptual and practical skills in areas such as the strategic aspects of human resource management, manpower planning, recruitment and selection, performance appraisal, training and development, salary administration and employee benefits. Industrial relations in the context of the South Pacific region is an important theme.
http://www.usp.ac.fj/index.php?id=mba423
Students:
Stuart Gow
Amrish Narayan
Chaminda Wanninayake
Graduate School of Business
Faculty of Business and Economics
University of the South Pacific,
Private Bag, Laucala Campus,
Suva, Fiji.
Tel: (679) 323 1391/323 1392
Fax: (679) 323 1397
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Because all organizations are different, all HR strategies are different. There is no such thing as a set of standard characteristics. But two basic types of HR strategies can be identified. These are:
Overarching strategies; and
Specific strategies relating to the different aspects of human resource management.
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The document discusses the values and ethics of organizational development (OD) practitioners. Traditionally, OD values have focused on humanism, trust, collaboration and self-control. Recently, values have also emphasized improving organizational effectiveness and performance. Joint values of humanizing organizations and improving effectiveness have received support. Challenges include conflicts between employee needs and organizational needs. Practitioners must have political skills to manage external relationships and value dilemmas. Ethical issues center around potential client abuse and letting personal values interfere with practice. Dilemmas include misusing data, technical ineptness, power/coercion, and conflicts in values/goals between the practitioner and organization.
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Technostructural interventions focus on changing the technology and structure of organizations. This document discusses restructuring organizations through different organizational structures like functional, unit/divisional, matrix, process, and network structures. It also discusses downsizing which aims to reduce organization size through layoffs or attrition. Reengineering is defined as fundamentally rethinking and radically redesigning business processes to achieve improvements. Employee involvement seeks to increase member input in decisions. Total quality management and high involvement organizations are approaches to employee involvement. Finally, work design focuses on enriching work through job characteristics.
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This document discusses various types of pay-for-performance plans including merit pay, variable pay, individual and group incentives, and long-term incentives. Merit pay rewards higher performers with additional pay based on their performance rating. Variable pay ties compensation to measurable performance factors. Individual incentives include piece-rate plans, standard hour plans, and plans that set multiple piece rates based on production levels. Group incentives like profit-sharing reward employee groups when organizational goals are met. Long-term incentives focus on long-term value creation through options, restricted stock, and plans with performance acceleration.
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This document outlines several prominent theories of human resource management. It discusses early developments in HR education and functions. Key theories summarized include resource-based theory, which views employees as valuable resources; organizational life cycle theory, which proposes organizations progress through stages; and strategic contingency theory, which argues organizational strategies depend on the environment. The document also examines transaction cost theory, general systems theory, human capital theory, and agency theory among others. Overall, the theories aim to improve job performance and worker motivation through more efficient and effective human resource practices and management.
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Human capital management informs decisions on the issues critical to the organisations success by systematically analyzing, measuring and evaluating how people policies and practices create value. HCM is concerned with obtaining, analyzing and reporting on data that inform the direction of value-adding people management, strategic, investment and operational decisions at corporate level and at the level of front line management
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This document discusses three types of organization-wide interventions for change: organization confrontation meetings, intergroup relations interventions, and large group interventions. Organization confrontation meetings bring together groups from across an organization to identify and prioritize problems and opportunities for improvement. Intergroup relations interventions like microcosm groups and conflict resolution aim to improve relationships between groups. Large group interventions focus on issues affecting the whole organization through methods like future search conferences and open space meetings. The document provides details on the processes and goals of each type of intervention.
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Oc 6440 designing interventions
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OC 6440 scenario planning
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Oc 6440 developing and assisting members
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Oc 6440 collecting and analyzing diagnostic data
This document discusses methods for collecting and analyzing diagnostic information in organizational development. It covers the importance of establishing a diagnostic relationship with clients, feedback cycles for data collection, sampling techniques, common data collection methods like questionnaires, interviews, observations, and unobtrusive measures. It also discusses qualitative and quantitative tools for analyzing data, including content analysis, force-field analysis, descriptive statistics, measures of association, and difference tests.
Oc 6440 the od practitioner
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Oc 6440 feeding back diagnostic information
The document discusses the importance of feedback in organizational development and change processes. It describes desired characteristics for feedback content, which should be relevant, understandable, descriptive, verifiable, timely, limited to significant issues, and allow for comparisons. It also describes characteristics for effective feedback meetings, noting they work best when participants are motivated, meetings are well-structured, and involve the right people. Additionally, it outlines the survey feedback process and some potential limitations.
Oc 6440 individual, interpersonal, and group process
This document discusses various process interventions aimed at individuals, interpersonal relationships, and group dynamics to produce organizational change. It describes approaches like coaching, training, process consultation, third-party interventions, and team building. For each approach, it outlines the goals, application stages, and how they can be used to address issues like communication, roles, problem-solving, and leadership within groups. The purpose is to help individuals and groups understand and improve their behaviors through these human process interventions.
Oc 6440 od in a global setting
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Oc 6440 work design
- 1. Organization Development and Change Thomas G. Cummings Christopher G. Worley Work Design
- 2. Cummings & Worley, 8e (c)2005 Thomson/South-Western 16-2 Learning Objectives for Chapter Sixteen • To explore work design as a central component of many EI interventions • To approach work design from three different perspectives: engineering, motivational, and socio-technical • To understand how different approaches align with different technical and social conditions
- 3. Cummings & Worley, 8e (c)2005 Thomson/South-Western 16-3 Work Design Approaches • Engineering: Traditional Jobs & Groups – High specification and routinization – Low task variety and autonomy • Motivational: Enriched Jobs – High task variety and autonomy – Feedback of results • Sociotechnical: Self-Managing Teams – Control over total task – Multi-skilled, flexible, and self-regulating
- 4. Cummings & Worley, 8e (c)2005 Thomson/South-Western 16-4 Traditional Jobs & Workgroups • Based on Scientific Management – Highly specified behaviors – Narrow range of skills – Low levels of authority and discretion – Highly repetitive • Benefits – Low selection and training costs – High productivity – High levels of control
- 5. Cummings & Worley, 8e (c)2005 Thomson/South-Western 16-5 Enriched Jobs Core Job Characteristics Critical Psychological States Outcomes Skill variety Task identity Task significance Autonomy Feedback from work Experienced Meaningfulness of the Work Experienced Responsibility Knowledge of Actual Results • Hi internal work motivation • Hi growth satisfaction • Hi job satisfaction • Hi work effectiveness Moderators
- 6. Cummings & Worley, 8e (c)2005 Thomson/South-Western 16-6 Core Job Dimensions • Skill Variety - extent to which multiple skills are used • Task Identity - extent to which an individual works on a “whole” task • Task Significance - impact of the work on others • Autonomy - amount of discretion in the work • Feedback from the Work Itself - extent to which work provides information on effectiveness
- 7. Cummings & Worley, 8e (c)2005 Thomson/South-Western 16-7 Job Enrichment Application Stages • Perform a thorough diagnosis • Form natural work units • Combine tasks • Establish client relationships • Vertical loading • Opening feedback channels
- 8. Cummings & Worley, 8e (c)2005 Thomson/South-Western 16-8 Sociotechnical Systems Approach • Sociotechnical systems (STS) theory is based on two basic ideas: – An organization or work unit is a combined, social-plus-technical system (sociotechnical) – The system is open in relation to their environment and must interact with their environments to survive and develop • Self-managed work teams is the most prevalent application of STS
- 9. Cummings & Worley, 8e (c)2005 Thomson/South-Western 16-9 Sociotechnical Systems Diagnosis • Define the Work System • Conduct an Environmental Analysis • Conduct a Technical Analysis • Conduct a Social Analysis
- 10. Cummings & Worley, 8e (c)2005 Thomson/South-Western 16-10 Sociotechnical Systems Design • Can work system be designed to better fit with the environment? • Can work system be designed to better operate conversion process and control variances? • Can work system be designed to better satisfy members’ needs?
- 11. Cummings & Worley, 8e (c)2005 Thomson/South-Western 16-11 Team Task Design & Development • Whole and interdependent tasks • Common mission and goals • Requisite multi-skills • Task and boundary control • Feedback of results • Minimum specification design • Develop from narrow to broad boundaries for discretion
- 12. Cummings & Worley, 8e (c)2005 Thomson/South-Western 16-12 Team Process Intervention • Promoting healthy interpersonal relationships • Coordinating efforts • Weighting member inputs and sharing knowledge • Making good decisions • Confronting and resolving conflicts
- 13. Cummings & Worley, 8e (c)2005 Thomson/South-Western 16-13 Organization Support Systems • Performance management systems • Training systems • Information systems • Selection systems • Management systems
- 14. Cummings & Worley, 8e (c)2005 Thomson/South-Western 16-14 Self Managed Teams Application Stages • Sanction the design effort • Diagnose the work system • Generate appropriate designs • Specify support systems • Implement and evaluate the work design • Continual change and improvement
- 15. Cummings & Worley, 8e (c)2005 Thomson/South-Western 16-15 Designing Work for Technical and Personal • Technical Factors – Technical interdependence: the extent to which cooperation among workers is required – Technical Uncertainty: the amount of information processing and decision making among workers necessary to do the work • Personal Need Factors – Social Needs: the desire for significant social relationships – Growth Needs: the desire for personal accomplishment, learning, and development.
- 16. Cummings & Worley, 8e (c)2005 Thomson/South-Western 16-16 Work Designs That Optimize Technology Low Technical Interdependence High HighTechnicalUncertaintyLow Self-Regulating Work Groups Traditional Work Groups Traditional Job Design Enriched Jobs
- 17. Cummings & Worley, 8e (c)2005 Thomson/South-Western 16-17 Work Designs that Optimize Personal Needs Low Social Needs High HighGrowthNeedsLow Self-Regulating Work Groups Enriched Jobs Traditional Job Design Traditional Work Groups