Organization development and change

Organization Development and Change
Chapter One:
Introduction to
Organization Development
Thomas G. Cummings
Christopher G. Worley

Cummings & Worley 7e. (c) 2001
South-Western College Publishing
1-2
Learning Objectives
for Chapter One
• To provide a definition of Organization
Development (OD)
• To distinguish OD and planned change
from other forms of organization change
• To describe the historical development of
OD
• To provide an outline of the book

1-3
Burke’s Definition of OD
OD is a planned process of change in
an organization’s culture through the
utilization of behavioral science
technology, research, and theory.

French’s Definition of OD
OD refers to a long-range effort to
improve an organization’s problem-solving
capabilities and its ability to
cope with changes in its external
environment with the help of external
1-4
or internal behavioral-scientist
consultants.

Beckhard’s Definition of OD
OD is an effort (1) planned, (2)
organization-wide, and (3) managed from
the top, to (4) increase organization
effectiveness and health through (5) planned
1-5
interventions in the organization’s
“processes,” using behavioral science
knowledge.

1-6
Beer’s Definition of OD
OD is a system-wide process of data collection,
diagnosis, action planning, intervention, and evaluation
aimed at: (1) enhancing congruence between
organizational structure, process, strategy, people, and
culture; (2) developing new and creative organizational
solutions; and (3) developing the organization’s self-renewing
capacity. It occurs through collaboration of
organizational members working with a change agent
using behavioral science theory, research, and
technology.

Organization Development is...
a systemwide application of behavioral
1-7
science knowledge to the planned
development, improvement, and
reinforcement of the strategies,
structures, and processes that lead to
organization effectiveness.

1-8
Five Stems of OD Practice
Current Practice
Laboratory Training
Action Research/Survey Feedback
Participative Management
Quality of Work Life
Strategic Change
1950 1960 1970 1980 1990 2000

1-9
Part I: Overview of the Book
The Nature of Planned Change The OD Practitioner
(Chapter 2) (Chapter 3)
Part II: The Process of Organization Development
Entering & Diagnosing Diagnosing Collecting
Contracting Organizations Groups & Jobs Diagnostic
(Chapter 4) (Chapter 5) (Chapter 6) Information
(Chapter 7)
Feeding Back Designing OD Managing Evaluating &
Diagnostic Data Interventions Change Institutionalizing
(Chapter 8) (Chapter 9) (Chapter 10) Change
(Chapter 11)

1-10
Part III:
Human
Process
Interventions
Interpersonal
and Group
Process
Approaches
(Chapter 12
Organization
Process
Approaches
(Chapter 13)
Part IV:
Techno-structural
Interventions
Restructuring
Organizations
(Chapter 14)
Employee
Involvement
(Chapter 15)
Work Design
(Chapter 16)
Part V:
Human
Resources
Management
Interventions
Performance
Management
(Chapter 17)
Developing and
Assisting
Members
(Chapter 18)
Part VI:
Strategic
Interventions
Organization and
Environment
Relationships
(Chapter 19)
Organization
Transformation
(Chapter 20)
Part VII: Special Topics in Organization Development
Organization Development OD in Different Types Future Directions
in Global Settings of Organizations in OD
(Chapter 21) (Chapter 22) (Chapter 23)

Chapter Two:
The Nature of Planned Change
Thomas G. Cummings

Cummings & Worley, 7e (c) 2001
2-12
Learning Objectives
for Chapter Two
• To describe and compare three major
perspectives on changing organizations.
• To introduce a General Model of Planned
Change that will be used to organize the
material presented in the book.
• To describe how planned change can be
adopted to fit different kinds of conditions.

2-13
Lewin’s Change Model
Unfreezing
Movement
Refreezing

2-14
Action Research Model
Feedback to Client
Data gathering after
action
Problem Identification
Joint action planning
Consultation with a
behavioral scientist
Data gathering &
preliminary diagnosis
Joint diagnosis
Action

2-15
Contemporary Approaches to
Planned Change
Choose Positive
Subjects
Collect Positive
Stories with Broad
Participation
Develop a Vision with
Broad Participation
Develop Action
Plans
Evaluate
Examine Data and
Develop Possibility
Propositions

2-16
Comparison of
Planned Change Models
• Similarities
– Change preceded by diagnosis or preparation
– Apply behavioral science knowledge
– Stress involvement of organization members
– Recognize the role of a consultant
• Differences
– General vs. specific activities
– Centrality of consultant role
– Problem-solving vs. social constructionism

General Model of Planned Change
Evaluating
2-17
and
Institutionalizing
Change
Planning
and
Implementing
Change
Diagnosing
Entering
and
Contracting

2-18
Different Types of
Planned Change
• Magnitude of Change
– Incremental
– Quantum
• Degree of Organization
– Overorganized
– Underorganized
• Domestic vs. International Settings

2-19
Critique of Planned Change
• Conceptualization of Planned Change
– Change in not linear
– Change is not rational
– The relationship between change and
performance is unclear
• Practice of Planned Change
– Limited consulting skills and focus
– Quick fixes vs. development approaches

Chapter Three:
The Organization Development
Practitioner
Thomas G. Cummings

3-21
Learning Objectives
for Chapter Three
• To understand the essential character of
OD practitioners
• To understand the necessary competencies
required of an effective OD practitioner
• To understand the roles and ethical
conflicts that face OD practitioners

The Organization Development
3-22
Practitioner
• Internal and External Consultants
• Professionals from other disciplines who
apply OD practices (e.g., TQM managers,
IT/IS managers, compensation and benefits
managers)
• Managers and Administrators who apply
OD from their line or staff positions

3-23
Competencies of an OD
Practitioner
• Intrapersonal skills
– Self-awareness
• Interpersonal skills
– Ability to work with others and groups
• General consultation skills
– Ability to get skills and knowledge used
• Organization development theory
– Knowledge of change processes

3-24
Role Demands on OD
Practitioners
• Position
– Internal vs. External
• Marginality
– Ability to straddle boundaries
• Emotional Demands
– Emotional Intelligence
• Use of Knowledge and Experience

Client vs. Consultant Knowledge
Plans Implementation
Recommends/prescribes
Proposes criteria
Feeds back data
Probes and gathers data
Clarifies and interprets
Listens and reflects
Refuses to become involved
3-25
Use of Consultant’s
Knowledge and
Experience
Use of Client’s
Knowledge and
Experience

3-26
Professional Ethics
• Ethical Guidelines
• Ethical Dilemmas
– Misrepresentation
– Misuse of Data
– Coercion
– Value and Goal Conflicts
– Technical Ineptness

A Model of Ethical Dilemmas
3-27
Antecedents Process Consequences
Ethical Dilemmas
• Misrepresentation
• Misuse of data
• Coercion
• Value and goal
conflict
• Technical
ineptness
Role Episode
• Role conflict
• Role ambiguity
Role of
the
Change
Agent
Role of
the
Client
System
Values
Goals
Needs
Abilities

Chapter Four:
Entering and Contracting
Thomas G. Cummings

4-29
Learning Objectives
for Chapter Four
• To describe the steps associated with
starting a planned change process
• To reinforce the definition of an OD
practitioner as anyone who is helping a
system to make planned change

4-30
The Entering Process
• Clarifying the Organizational Issue
– Presenting Problem
– Symptoms
• Determining the Relevant Client
– Working power and authority
– Multiple clients -- multiple contracts
• Selecting a Consultant

Elements of an Effective Contract
• Mutual expectations are clear
4-31
– Outcomes and deliverables
– Publishing cases and results
– Involvement of stakeholders
• Time and Resources
– Access to client, managers, members
– Access to information
• Ground Rules
– Confidentiality

Emotional Demands of Entry
• Client Issues
– Exposed and Vulnerable
– Inadequate
– Fear of losing control
• OD Practitioner Issues
– Empathy
– Worthiness and Competency
– Dependency
– Overidentification
4-32

Chapter Five:
Diagnosing Organizations
Thomas G. Cummings

5-34
Learning Objectives
for Chapter Five
• To equip students with a general framework
of OD diagnostic tools from a systematic
perspective
• To define diagnosis and to explain how the
diagnostic process provides a practical
understanding of problems at the
organizational level of analysis

5-35
Diagnosis Defined
Diagnosis is a collaborative process between
organizational members and the OD
consultant to collect pertinent information,
analyze it, and draw conclusions for action
planning and intervention.

5-36
Open Systems Model
Inputs
• Information
• Energy
• People
Transformations
• Social Component
• Technological
Component
Outputs
• Goods
• Services
• Ideas
Environment
Feedback

5-37
Properties of Systems
• Inputs, Transformations, and Outputs
• Boundaries
• Feedback
• Equifinality
• Alignment

Outputs
5-38
Organization-Level
Diagnostic Model
Inputs
Technology
Strategy Structure
HR Measurement
Systems Systems
General
Environment
Industry
Structure
Design Components
Culture
Effectiveness
Organization

5-39
Key Alignment Questions
• Do the Design Components fit with the
Inputs?
• Are the Design Components internal
consistent? Do they fit and mutually
support each other?

5-40
Organization-Level Inputs
• General Environment
– External forces that can directly or indirectly
affect the attainment of organizational
objectives
– Social, technological, ecological, economic, and
political factors
• Industry Structure
– External forces (task environment) that can
directly affect the organization
– Customers, suppliers, substitute products, new
entrants, and rivalry among competitors

Organization Design Components
• Strategy
– the way an organization uses its resources
(human, economic, or technical) to gain and
sustain a competitive advantage
• Structure
– how attention and resources are focused on task
5-41
accomplishment
• Technology
– the way an organization converts inputs into
products and services

• Human Resource Systems
5-42
– the mechanisms for selecting, developing,
appraising, and rewarding organization
members
• Measurement Systems
– methods of gathering, assessing, and
disseminating information on the activities of
groups and individuals in organizations

• Organization Culture
– The basic assumptions, values, and norms
shared by organization members
– Represents both an “outcome” of organization
design and a “foundation” or “constraint” to
change
5-43

5-44
Outputs
• Organization Performance
– e.g., profits, profitability, stock price
• Productivity
– e.g., cost/employee, cost/unit, error rates,
quality
• Stakeholder Satisfaction
– e.g., market share, employee satisfaction,
regulation compliance

Chapter Six:
Diagnosing Groups and Jobs
Thomas G. Cummings

6-46
Learning Objectives
for Chapter Six
• To clarify the concepts of group and job
level diagnosis
• To define diagnosis and to explain how the
diagnostic process discovers the underlying
causes of problems at the group and job
level of analysis
• To present an open systems diagnostic
model for group and job levels

Group-Level Diagnostic Model
Inputs Design Components Outputs
6-47
Goal Clarity
Task Team
Structure Functioning
Group Group
Composition Norms
Organization
Design
Team
Effectiveness

Group-Level Design Components
• Goal Clarity
– extent to which group understands its objectives
6-48
• Task Structure
– the way the group’s work is designed
• Team Functioning
– the quality of group dynamics among members
• Group Composition
– the characteristics of group members
• Group Norms
– the unwritten rules that govern behavior

6-49
Group-level Outputs
• Product or Service Quality
• Productivity
– e.g., cost/member, number of decisions
• Team Cohesiveness
– e.g., commitment to group and organization
• Member Satisfaction

Individual-Level Diagnostic Model
Inputs Design Components Outputs
Organization
Design
6-50
Goal Variety
Task
Identity Autonomy
Task Feedback
Significance about Results
Group
Design
Personal
Traits
Individual
Effectiveness

Individual-Level Design Components
• Skill Variety
– The range of activities and abilities required for
task completion
6-51
• Task Identity
– The ability to see a “whole” piece of work
• Task Significance
– The impact of work on others
• Autonomy
– The amount of freedom and discretion
• Feedback about Results
– Knowledge of task performance outcomes

6-52
Individual-level Outputs
• Performance
– e.g., cost/unit, service/product quality
• Absenteeism
• Job Satisfaction
– e.g., internal motivation
• Personal Development
– e.g., growth in skills, knowledge, and self

Chapter Seven:
Collecting and Analyzing
Diagnostic Information
Thomas G. Cummings

7-54
Learning Objectives
for Chapter Seven
• To understand the importance of diagnostic
relationships in the OD process
• To describe the methods for diagnosing and
collecting data
• To understand and utilize techniques for
analyzing data

7-55
The Diagnostic Relationship
• Who is the OD Practitioner?
• Why is the practitioner here?
• Who does the practitioner work for?
• What does the practitioner want and why?
• How will my confidentiality be protected?
• Who will have access to the data?
• What’s in it for me?
• Can the practitioner be trusted?

Data Collection - Feedback Cycle
7-56
Planning to
Collect Data
Collecting
Data
Analyzing
Data
Feeding
Back Data
Following
Up
Core Activities

7-57
Sampling
• Population vs. Sample
• Importance of Sample Size
• Process of Sampling
• Types of Samples
– Random
– Convenience

7-58
Questionnaires
• Major Advantages
– Responses can be quantified and summarized
– Large samples and large quantities of data
– Relatively inexpensive
• Major Potential Problems
– Little opportunity for empathy with subjects
– Predetermined questions -- no change to change
– Overinterpretation of data possible
– Response biases possible

7-59
Interviews
– Adaptive -- allows customization
– Source of “rich” data
– Empathic
– Process builds rapport with subjects
– Relatively expensive
– Bias in interviewer responses
– Coding and interpretation can be difficult
– Self-report bias possible

7-60
Observations
– Collects data on actual behavior, rather than
reports of behavior
– Real time, not retrospective
– Adaptive
– Coding and interpretation difficulties
– Sampling inconsistencies
– Observer bias and questionable reliability
– Can be expensive

7-61
Unobtrusive Measures
– Non-reactive, no response bias
– High face validity
– Easily quantified
– Access and retrieval difficulties
– Validity concerns
– Coding and interpretation difficulties

7-62
Analysis Techniques
• Qualitative Tools
– Content Analysis
– Force-field Analysis
• Quantitative Tools
– Descriptive Statistics
– Measures of Association (e.g., correlation)
– Difference Tests

Force-Field Analysis of Work Group Performance
Forces for Change Forces for Status Quo
New technology
Fear of change
Member complacency
7-63
Competition from other groups
Supervisor pressures
Group performance norms
Better raw materials
Well-learned skills
Current Performance
Desired Performance

Chapter Eight:
Feeding Back
Diagnostic Information
Thomas G. Cummings

8-65
Learning Objectives
for Chapter Eight
• To understand the importance of data
feedback in the OD process
• To describe the desired characteristics of
feedback content
• To describe the desired characteristics of the
feedback process

What is the direction
of the energy?
8-66
Possible Effects of Feedback
Feedback occurs
Is energy created
by the feedback?
No
Change
Do structures and
processes turn energy
into action?
Change
Failure,
frustration,
no change
Anxiety,
resistance,
no change
Energy to use
data to identify and
solve problems
Energy
to deny or
fight data

8-67
Determining the
Content of Feedback
• Relevant
• Understandable
• Descriptive
• Verifiable
• Timely
• Limited
• Significant
• Comparative
• Unfinalized

Effective Feedback Meetings
• People are motivated to work with the data
• The meeting is appropriately structured
• The right people are in attendance
– knowledge
– power and influence
– interest
• The meeting is facilitated
8-68

8-69
Survey Feedback Process
• Members involved in designing the survey
• The survey is administered to the
organization
• The data is analyzed and summarized
• The data is presented to the stakeholders
• The stakeholders work with the data to
solve problems or achieve vision

Limitations of Survey Feedback
• Ambiguity of Purpose
• Distrust
• Unacceptable Topics
• Organizational Disturbances
8-70

Chapter Nine:
Designing Interventions
Thomas G. Cummings

9-72
Learning Objectives
for Chapter Nine
• To discuss criteria for effective
interventions
• To discuss issues, considerations,
constraints, ingredients, and processes
associated with intervention design
• To give an overview of the various
interventions used in the book

9-73
Definition of Interventions
An intervention is a set of sequenced and
planned actions or events intended to help the
organization increase its effectiveness.
Interventions purposely disrupt the status quo.

9-74
Characteristics of
Effective Interventions
• Is it relevant to the needs of the organization?
– Valid information
– Free and Informed Choice
– Internal Commitment
• Is it based on causal knowledge of intended
outcomes?
• Does it transfer competence to manage
change to organization members?

 Readiness for Change  Capability to Change
 Cultural Context  Capabilities of the
Change Agent
9-75
The Design of
Effective Interventions
• Contingencies Related to the Change
Situation
• Contingencies Related to the Target of
Change

9-76
Intervention Overview
• Human Process Interventions
• Technostructural Interventions
• Human Resources Management
Interventions
• Strategic Interventions

9-77
Human Process Interventions
• T-Groups
• Process Consultation and Team Building
• Third-party Interventions (Conflict
Resolution)
• Organization Confrontation Meeting
• Intergroup Relationships
• Large-group Interventions
• Grid Organization Development

9-78
Technostructural Interventions
• Structural Design
• Downsizing
• Reengineering
• Employee Involvement
• Work Design

Human Resources Management
9-79
Interventions
• Goal Setting
• Performance Appraisal
• Reward Systems
• Career Planning and Development
• Managing Work Force Diversity
• Employee Wellness

9-80
Strategic Interventions
• Integrated Strategic Change
• Transorganization Development
• Mergers and Acquisitions
• Culture Change
• Self-designing Organizations
• Organization Learning and Knowledge
Management

Chapter Ten:
Leading and Managing Change
Thomas G. Cummings

10-82
Learning Objective
for Chapter Ten
• To understand the different elements of a
successful change program

Change Management Activities
10-83
Motivating Change
Creating Vision
Developing
Political Support
Managing the Transition
Sustaining Momentum
Effective
Change
Management

10-84
Motivating Change
• Creating Readiness for Change
– Sensitize the organization to pressures for change
– Identify gaps between actual and desired states
– Convey credible positive expectations for change
• Overcoming Resistance to Change
– Provide empathy and support
– Communicate
– Involve members in planning and decision making

10-85
Creating a Vision
• Discover and Describe the Organization’s
Core Ideology
– What are the core values that inform members
what is important in the organization?
– What is the organization’s core purpose or
reason for being?
• Construct the Envisioned Future
– What are the bold and valued outcomes?
– What is the desired future state?

10-86
Managing Political Support
• Assess Change Agent Power
• Identify Key Stakeholders
• Influence Stakeholders

Sources of Power and Power
Strategies for Change Agents
10-87
Knowledge
Others’ Support
Personality
Playing it Straight
Using Social
Networks
Going Around the
Formal System

10-88
Managing the Transition
• Activity Planning
– What’s the “roadmap” for change?
• Commitment Planning
– Who’s support is needed, where do they stand,
and how to influence their behavior?
• Management Structures
– What’s the appropriate arrangement of people
and power to drive the change?

Change as a Transition State
10-89
Current
State
Transition
State
Desired
Future
State

10-90
Sustaining Momentum
• Provide Resources for Change
• Build a Support System for Change Agents
• Develop New Competencies and Skills
• Reinforce New Behaviors
• Stay the Course

Chapter Eleven:
Evaluating and Institutionalizing
OD Interventions
Thomas G. Cummings

11-92
Learning Objectives
for Chapter Eleven
• To understand the issues associated with
evaluating OD interventions
• To understand the process of
institutionalizing OD interventions and the
factors that contribute to it

11-93
Issues in Evaluating OD
Interventions
• Implementation and Evaluation Feedback
• Measurement
– Select the right variables to measure
– Design good measurements
• Operational
• Reliable
• Valid
• Research Design

11-94
Implementation and
Evaluation Feedback
Diagnosis
Design and
Implementation
of Interventions
Alternative
Interventions
Implementation of
Intervention
Clarify
Intention
Plan for
Next Steps
Implementation
Feedback
Measures of
the Intervention
and Immediate
Effects
Evaluation
Feedback
Measure
of
Long-term
Effects

11-95
Implementation
Feedback
• Feedback aimed at
guiding
implementation efforts
• Milestones,
intermediate targets
• Measures of the
intervention’s progress
Evaluation
Feedback
• Feedback aimed at
determining impact of
intervention
• Goals, outcomes,
performance
• Measures of the
intervention’s effect

11-96
Sources of Reliability
• Rigorous Operational Definition
– How high does a team have to score on a five-point
scale to say that it is effective?
• Multiple Measures
– Multiple items on a survey
– Multiple measures of the same variable (survey,
observation, unobtrusive measure)
• Standardized Instruments

11-97
Types of Validity
• Face Validity: Does the measure “appear” to
reflect the variable of interest?
• Content Validity: Do “experts” agree that the
measure appears valid?
• Criterion or Convergent Validity: Do
measures of “similar” variables correlate?
• Discriminant Validity: Do measures of “non-similar”
variables show no association?

Elements of Strong Research
Designs in OD Evaluation
• Longitudinal Measurement
– Change is measured over time
• Comparison Units
– Appropriate use of “control” groups
• Statistical Analysis
– Alternative sources of variation have been
11-98
controlled

11-99
Evaluating Different
Types of Change
• Alpha Change
– Movement along a stable dimension
• Beta Change
– Recalibration of units of measure in a stable
dimension
• Gamma Change
– Fundamental redefinition of dimension

Institutionalization Framework
11-100
Organization
Characteristics
Intervention
Characteristics
Institutionalization
Processes
Indicators of

Organization Characteristics
• Congruence
– Extent to which an intervention supports or
aligns with the current environment, strategic
orientation, or other changes taking place
• Stability of Environment and Technology
• Unionization
11-101

Intervention Characteristics
• Goal Specificity
• Programmability
• Level of Change Target
• Internal Support
• Sponsor
11-102

Institutionalization Processes
• Socialization
• Commitment
• Reward Allocation
• Diffusion
• Sensing and Calibration
11-103

11-104
Indicators of
• Knowledge
• Performance
• Preferences
• Normative Consensus

Chapter Twelve:
Interpersonal and Group
Process Approaches
Thomas G. Cummings

12-106
Learning Objectives
for Chapter Twelve
• To understand the human process
interventions of the T-group, process
consultation, and team building
• To review and understand the effectiveness
of these interventions in producing change

12-107
Objectives of T-Groups
• Increased understanding about one’s own behavior
• Increased understanding about the behavior of
others
• Better understanding of group process
• Increased interpersonal diagnostic skills
• Increased ability to transform learning into action
• Improvement in the ability to analyze one’s own
behavior

12-108
Process Consultation
A set of activities on the part of the
consultant that helps the client to
perceive, understand, and act upon
the process events which occur in
the client’s environment.

12-109
Group Processes
• Communications among group members
• Functional roles of group members
• Problem solving and decision making
• Group norms and growth
• Leadership and authority

12-110
Johari Window
Unknown to Others Known to Others
Known to
Self
Unknown
to Self
Hidden
Spot
Open
Window
Unknown
Window
Blind
Spot

Improving Communications
Using the Johari Window
12-111
Unknown to Others Known to Others
Known to
Self
Unknown
to Self
Open
Window
Reduce
Hidden Area
through
Disclosure to
Others
Reduce Blind Spot
through Feedback from
Others

A Cyclical Model of Conflict
Issues
12-112
Episode 1 Episode 2
Triggering
Event
Triggering
Event
Issues
Behavior Behavior
Consequences Consequences

Strategies for Conflict Resolution
• Prevent the conflict through mandate or
separation of the parties
• Set limits on the timing and extent of the
conflict
• Help the parties to cope differently with the
conflict
• Attempt to eliminate or resolve the basic
issues in the conflict
12-113

12-114
Team Building Activities
• Activities Related to One or More
Individuals
• Activities Oriented to the Group’s
Operations and Behaviors
• Activities Affecting the Group’s
Relationship with the Rest of the
Organization

12-115
Types of Teams
• Groups reporting to the same manager
• Groups involving people with common goals
• Temporary groups formed to accomplish a
specific, one-time task
• Groups consisting of people whose work
roles are interdependent
• Groups with no formal links but whose
collective purpose requires coordination

12-116
Types of Team Building
• Family group diagnostic meeting
– A set of activities designed to understand the
current structure, process, and effectiveness of
the team
• Family group team-building meeting
– A set of activities design to address and
improve a specific aspect of team functioning

Chapter Thirteen:
Organization Process
Approaches
Thomas G. Cummings

13-118
Learning Objectives
for Chapter Thirteen
• To understand four types of system-wide,
human process interventions: the
organization confrontation meeting,
intergroup relations interventions, large-group
interventions, and Grid OD
• To review and understand the effectiveness
of these interventions in producing change

Confrontation Meeting Process
Schedule the Meeting
Create groups representing
13-119
multiple perspectives
Set ground rules
Groups identify problems
and opportunities
Report out to the
large group
Create a master list
Form problem-solving
groups
Rank the issues and
opportunities, develop an
action plan, specify timetable
Provide periodic reports
to large group

13-120
Microcosm Groups
• Small groups that solve problems in the
larger system
• Small group member characteristics must
reflect the issue being addressed (e.g., if
addressing diversity, group must be diverse)
• Primary mechanism for change is “parallel
processes”

13-121
Microcosm Group Process
• Identify an issue
• Convene the microcosm group
• Provide group training
• Address the issue in the group
• Dissolve the group

Resolving Intergroup Conflict
• Groups and consultant convene to address issues
• Groups are asked to address three questions
– What qualities/attributes best describe our group?
– What qualities/attributes best describe their group?
– How do we think the other group will describe us?
• Groups exchange and clarify answers
• Groups analyze the discrepancies and work to
understand their contribution to the perceptions
• Groups discuss discrepancies and contributions
• Groups work to develop action plans on key areas
13-122

13-123
Large Group Interventions
• Future Search Conference (Weisbord)
• Open-Space Meeting (Owen)
• Open System Planning (Beckhard)
• Real-Time Strategic Change (Jacobs)
• The Conference Model (Axelrod)

13-124
Large-Group Meeting
Assumptions
• Organization members’ perceptions play a major
role in environmental relations.
• Organization members must share a common view
of the environment to permit coordinated action
toward it.
• Organization members’ perceptions must
accurately reflect the condition of the environment
if organizational responses are to be effective.
• Organizations cannot only adapt to their
environment but also proactively create it.

13-125
Large-Group Method
Application Stages
• Preparing for the large-group meeting
– Identify a compelling meeting theme
– Select appropriate stakeholders to participate
– Develop relevant tasks to address meeting
theme
• Conducting the meeting
– Open Systems Methods
– Open Space Methods
• Following up on the meeting outcomes

13-126
Open System Methods
• Map the current environment facing the organization.
• Assess the organization’s responses to the
environmental expectations.
• Identify the core mission of the organization.
• Create a realistic future scenario of environmental
expectations and organization responses.
• Create an ideal future scenario of environmental
expectations and organization responses.
• Compare the present with the ideal future and
prepare an action plan for reducing the discrepancy.

13-127
Open Space Methods
• Set the conditions for self-organizing
– Announce the theme of the session
– Establish norms for the meetings
• The “Law of Two Feet.”
• The “Four Principles.”
– “Whoever comes is the right people.”
– “Whatever happens is the only thing that could have.”
– “Whenever it starts is the right time.”
– “When it is over, it is over.”
• Volunteers create the agenda
• Coordinate activity through information
postings

Grid OD - A Normative Model
• Organization-level approach that advocates
a “one best way” to develop organizations
• Built on research exploring organization
effectiveness
• Cornerstone of model is a belief that the
best managerial style emphasizes both a
“concern for people” and a “concern for
production”
13-128

13-129
Grid Organization
Development
• Phase 1--The Grid Seminar
• Phase 2--Teamwork Development
• Phase 3--Intergroup Development
• Phase 4--Developing an Ideal Strategic
Organization Model
• Phase 5--Implementing the Ideal Strategic
Model
• Phase 6--Systematic Critique

Chapter Fourteen:
Restructuring Organizations
Thomas G. Cummings

14-131
Learning Objectives
for Chapter Fourteen
• To understand the basic principles of
technostructural design
• To understand the three basic structural
choices and two advanced structural choices
available to organizations
• To understand the process of downsizing
and reengineering

Structural Operations
Design
Worldwide
14-132
Contingencies Influencing
Structural Design
Environment
Organization
Size
Technology
Organization
Goals

14-133
Functional Organization
V P R e s e a r c h V P O p e r a t i o n s V P H u m a n
R e s o u r c e s
V P M a r k e t i n g V P F i n a n c e
P r e s i d e n t

Advantages of the Functional
14-134
Structure
• Promotes skill specialization
• Reduces duplication of scarce resources and uses
resources full time
• Enhances career development for specialists
within large departments
• Facilitates communication and performance
because superiors share expertise with their
subordinates
• Exposes specialists to other within same specialty

14-135
Disadvantages of the
Functional Structure
• Emphasizes routine tasks and encourages
short time horizons
• Fosters parochial perspectives by managers
and limits capacity for top-management
positions
• Multiplies interdepartmental dependencies
and increases coordination and scheduling
difficulties
• Obscures accountability for overall results

14-136
Functional Organization
Contingencies
• Stable and certain environment
• Small to medium size
• Routine technology, key interdependencies
within functions
• Goals of efficiency and technical quality

The Self-Contained Organization
14-137
C h i e f F i n a n c i a l
O f f i c e r
V P R e s e a r c h
D i v i s i o n M a n a g e r
A s i a
V P H u m a n
R e s o u r c e s
V P O p e r a t i o n s V P S a l e s a n d
M a r k e t i n g
N o r t h A m e r i c a
E u r o p e
C h i e f E x e c u t i v e
O f f i c e r

Advantages of Self-Contained
14-138
Structures
• Recognizes interdepartmental interdependencies
• Fosters an orientation toward overall outcomes
and clients
• Allows diversification and expansion of skills
and training
• Ensures accountability by departmental
managers and promotes delegation of authority
and responsibility
• Heightens departmental cohesion and
involvement in work

14-139
Disadvantages of
Self-Contained Structures
• May use skills and resource inefficiently
• Limits career advancement by specialists to
movements out of their departments
• Impedes specialists’ exposure to others
within same specialties
• Puts multiple-role demands upon people
and creates stress
• May promote departmental objectives as
opposed to overall organizational goals

14-140
Self-Contained Structural
Contingencies
• Unstable and uncertain environments
• Large size
• Technological interdependencies across
functions
• Goals of product specialization and
innovation

The Matrix Organization
S e n i o r V P
O p e r a t i o n s
P r e s i d e n t
C E O
14-141
V P F i n a n c e V P H u m a n R e s o u r c e s
S e n i o r V P
P r o g r a m s
P r o g r a m M a n a g e r
A i r c r a f t
N a v i g a t i o n S y s t e m s
S p a c e S y s t e m s
V P R e s e a r c h V P E n g i n e e r i n g V P M a n u f a c t u r i n g V P M a r k e t i n g

Advantages of the Matrix Structure
• Makes specialized, functional knowledge available to
all projects
• Use people flexibly, since departments maintain
reservoir of specialists
• Maintains consistency between different departments
and projects by forcing communication between
managers
• Recognizes and provides mechanisms for dealing with
legitimate, multiple sources of power in the
organization
• Can adapt to environmental changes by shifting
emphasis between project and functional aspects
14-142

14-143
Disadvantages of the
Matrix Structure
• Can be difficult to implement
• Increases role ambiguity, stress, and anxiety
by assigning people to more than one project
• Performance is lowered without power
balancing between projects and functions
• Makes inconsistent demands and can promote
conflict and short-term crisis orientation
• May reward political skills over technical
skills

14-144
Matrix Organization
Contingencies
• Requires dual focus on unique product
demands and technical specialization
• Demands for high information processing
capacity
• Requires pressure for shared and scarce
resources

14-145
Characteristics of
Process-Based Structures
· Processes drive structure
· Work adds value
· Teams are fundamental
· Customers define performance
· Teams are rewarded for performance
· Teams are tightly linked to suppliers and
customers
· Team members are well informed and trained

The Process-Based Structure
S e n i o r M a n a g e m e n t T e a m
C h a i r a n d K e y S u p p o r t P r o c e s s O w n e r s
14-146
D e v e l o p i n g N e w P r o d u c t s P r o c e s s
P r o c e s s O w n e r
C r o s s F u n c t i o n a l T e a m M e m b e r s
A c q u i r i n g a n d F i l l i n g C u s t o m e r O r d e r s P r o c e s s
S u p p o r t i n g C u s t o m e r U s a g e P r o c e s s

14-147
Advantages of a
Process-Based Structure
• Focuses resources on customer satisfaction
• Improves speed and efficiency
• Adapts to environmental change rapidly
• Reduces boundaries between departments
• Increases ability to see total work flow
• Enhances employee involvement
• Lowers costs dues to overhead

14-148
Disadvantages of
Process-Based Structures
• Can threaten middle managers and staff specialists
• Requires changes in command-and-control
mindsets
• Duplicates scarce resources
• Requires new skills and knowledge to manage
lateral relationships and teams
• May take longer to make decisions in teams
• Can be ineffective if wrong processes are identified

14-149
Process-Based Structure
Contingencies
• Uncertain and changing environments
• Moderate to large size
• Nonroutine and highly interdependent
technologies
• Customer-oriented goals

14-150
The Network Organization
Designer
Organizations
Supplier
Organizations
Broker
Organization
Producer
Organizations
Distributor
Organizations

14-151
Types of Networks
· Internal Market Network
· Vertical Market Network
· Intermarket Network
· Opportunity Network

Advantages of Network Structures
• Enables highly flexible and adaptive
response to dynamic environments
• Creates a “best of the best” organization to
focus resources on customer and market
needs
• Each organization can leverage a distinctive
competency
• Permits rapid global response
• Can produce “synergistic” results
14-152

14-153
Disadvantages of
Network Structures
• Managing lateral relationships across
autonomous organizations is difficult
• Motivating members to relinquish
autonomy to join network is difficult
• Sustaining membership and benefits can be
problematic
• May give partners access to proprietary
knowledge and technology

Network Structure Contingencies
• Highly complex and uncertain
environments
• All size organizations
• Goals of organizational specialization and
innovation
• Highly uncertain technologies
• Worldwide operations
14-154

14-155
Downsizing Process
• Clarify the organization’s strategy
• Assess downsizing options and make
relevant choices
• Implement the changes
• Address the needs of survivors and those
who leave
• Follow through with growth plans

14-156
Downsizing Tactics
Tactic Characteristic Examples
Workforce
Reduction
· Reduces headcount
· Short-term focus
· Fosters transition
· Attrition
· Retirement/buyout
· Layoffs
Organization
Redesign
· Changes
organization
· Medium-term focus
· Fosters transition &
transformation
· Eliminate functions,
layers, products
· Merge units
· Redesign tasks
Systemic
· Changes culture
· Long-term focus
· Fosters
transformation
· Change
responsibilities
· Foster continuous
improvement
· Downsizing is normal

14-157
Reengineering Process
• Prepare the organization
• Specify the organization’s strategy and
objectives
• Fundamentally rethink the way work gets
done
– Identify and analyze core business processes
– Define performance objectives
– Design new processes
• Restructure the organization around the new
business processes.

14-158
Characteristics of
Reengineered Organizations
· Work units change from functional departments to
process teams
· Jobs change from simple tasks to multidimensional work
· People’s roles change from controlled to empowered
· The focus of performance measures and compensation
shifts from activities to results.
· Organization structures change from hierarchical to flat
· Managers change from supervisors to coaches; executives
change from scorekeepers to leaders

Chapter Fifteen:
Employee Involvement
Thomas G. Cummings

15-160
Learning Objectives
for Chapter Fifteen
• To understand the principle characteristics
of employee involvement interventions
• To understand the three predominant
applications of employee involvement

15-161
• Power
– Extent to which influence and authority are
pushed down into the organization
• Information
– Extent to which relevant information is shared
with members
• Knowledge and Skills
– Extent to which members have relevant skills
and knowledge and opportunities to gain them
• Rewards
– Extent to which opportunities for internal and
external rewards are tied to effectiveness

15-162
EI and Productivity
Employee
Involvement
Intervention
Improved
Communication
and Coordination
Improved
Motivation
Improved
Capabilities
Improved
Productivity

15-163
Secondary Effects of EI on
Productivity
Employee
Involvement
Intervention
Productivity
Productivity
Employee
Well-being and
Satisfaction
Attraction and
Retention

15-164
Applications
Application Power Information
Knowledge/
Skill Rewards
Parallel
Structures Low Moderate Moderate Low
High
Involvement
Organizations
High High High High
Total Quality
Management High High High High

15-165
Parallel Structure
Application Stages
• Define the parallel structure’s purpose and
scope
• Form a steering committee
• Communicate with organization members
• Form employee problem-solving groups
• Address the problems and issues
• Implement and evaluate the changes

15-166
High Involvement
Organization Features
• Flat, lean organization
structures
• Enriched work designs
• Open information
systems
• Sophisticated selection
and career systems
• Extensive training
programs
• Advanced reward
systems
• Participatively
designed personnel
practices
• Conducive physical
layouts

15-167
TQM Application Stages
• Gain long-term senior management
commitment
• Train members in quality methods
• Start quality improvement projects
• Measure progress
• Rewarding accomplishment

Deming’s Quality Guidelines
• Create a constancy of
purpose
• Adopt a new philosophy
• End lowest cost
purchasing practices
• Institute leadership
• Eliminate empty slogans
• Eliminate numerical
quotas
• Institute on-the-job
training
• Retrain vigorously
• Drive out fear
• Break down barriers
between departments
• Take action to accomplish
transformation
• Improve processes
constantly and forever
• Cease dependence on
mass inspection
• Remove barriers to pride
in workmanship
15-168

Deming’s Seven Deadly Sins
• Lack of constancy of purpose
• Emphasizing short-term profits and
immediate dividends
• Evaluation of performance, merit rating, or
annual review
• Mobility of top management
• Running a company only on visible figures
• Excessive medical costs
• Excessive costs of warranty
15-169

Chapter Sixteen:
Work Design
Thomas G. Cummings

16-171
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

16-172
Work Design Approaches
• Engineering: Traditional Jobs & Groups
– High specification and routinization
– Low task variety and discretion
• Motivational: Enriched Jobs
– High task variety and discretion
– Feedback of results
• Socio-Technical: Self-Managing Teams
– Control over total task
– Multi-skilled, flexible, and self-regulating

Traditional Jobs & Workgroups
• Based on Scientific Management
16-173
– Highly specified behaviors
– Narrow range of skills
– Low levels of authority and discretion
– Highly repetitive
• Huge Benefits
– Low selection and training costs
– High productivity
– High levels of control

16-174
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

16-175
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

16-176
Job Enrichment
Application Stages
• Perform a thorough diagnosis
• Form natural work units
• Combine tasks
• Establish client relationships
• Vertical loading
• Opening feedback channels

16-177
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

Technological Requirements
16-178
Low High
High Low
Task Uncertainty
Technical Interdependence

Technological Requirements
Traditional
Work Groups
Low Technical Interdependence High
16-179
High Task Uncertainty Low
Self-Regulating
Work Groups
Traditional
Job Design
Job Enrichment

Social/Psychological Requirements
Low Social Needs High
16-180
Low Growth Needs High

Social/Psychological Requirements
Traditional
Job Design
16-181
Low
Traditional
Needs Work Groups
Growth Job
Self-Regulating
Enrichment
Work Groups
High Low Social Needs High

16-182
Socio-Technical
Systems Diagnosis
• Define the Work System
• Conduct an Environmental Analysis
• Conduct a Technical Analysis
• Conduct a Social Analysis

16-183
Socio-Technical
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?

High Performance Team Model
16-184
Team Task
Design and
Development
Team Process
Intervention
Organization
Support
System
Team
Functioning
• Team
Performance
• Member
Satisfaction

16-185
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

16-186
Team Process Intervention
• Promoting healthy interpersonal
relationships
• Coordinating efforts
• Weighting member inputs and sharing
knowledge
• Making good decisions
• Confronting and resolving conflicts

Organization Support Systems
• Performance management systems
• Training systems
• Information systems
• Selection systems
• Management systems
16-187

Chapter Seventeen:
Performance Management
Thomas G. Cummings

17-189
Learning Objectives
for Chapter Seventeen
• To present a model for understanding the
components and relationships associated
with performance management
• To explore three interventions concerned
with managing the performance of human
resources: goal setting, performance
appraisal, and reward systems

A Performance Management Model
Individual
and Group
Performance
17-190
Workplace Technology
Business Strategy
Goal
Setting
Reward
Systems
Performance
Appraisal

17-191
Characteristics of Effective
Goals
• Goals are Challenging
– Challenging but realistic
– Goals are set participatively
• Goals are Clear
– Goals are specific and operationally defined
– Resources for goal achievement are negotiated

17-192
MBO Application Stages
• Involve the whole work group
• Goals set jointly by manager and
subordinate
• Action plans are established
• Criteria and yardsticks are established
• Work progress and contract reviewed and
adjusted periodically
• Records of meetings are maintained

Performance Appraisal Elements
Elements Traditional View Newer View
Purpose · Organizational, legal
17-193
· Fragmented
· Developmental
· Integrative
Appraiser · Supervisor or manager · Appraisee, co-workers,
and others
Role of
Appraisee
· Passive recipient · Active participant
Measurement · Subjective
· Concerned with validity
· Objective and
subjective
Timing · Period, fixed,
administratively driven
· Dynamic, timely,
employee- or work-driven

17-194
Performance Appraisal
Application Stages
• Select the appropriate stakeholders
• Diagnose the current situation
• Establish the system’s purposes and
objectives
• Design the performance appraisal system
• Experiment with implementation
• Evaluate and monitor the system

17-195
Appraisal Systems
• Timely
• Accurate
• Accepted by the users
• Understood
• Focused on critical control points
• Economically feasible

17-196
Reward Systems
• Availability
• Timeliness
• Performance Contingency
• Durability
• Equity
• Visibility

17-197
Types of Rewards
• Pay
– Skill-based pay plans
– All-salaried work force
– Lump-sum salary increases
– Performance-based pay systems
– Gain sharing
• Promotions
• Benefits

Salary-Based Pay for Performance Ratings
Encourage
cooperation
Individual Plan Productivity 4 1 1 4
Cost effectiveness 3 1 1 4
Superiors’ rating 3 1 1 3
Group Productivity 3 1 2 4
Organization- Productivity 2 1 3 4
wide Cost effectiveness 2 1 2 4
17-198
Ties pay to
performance
Negative
side effects
Employee
Acceptance

Stock/Bonus Pay for Performance Ratings
Encourage
cooperation
Individual Plan Productivity 5 3 1 2
Group Productivity 4 1 3 3
Organization- Productivity 3 1 3 4
wide Cost effectiveness 3 1 3 4
Profit 2 1 3 3
Employee
Acceptance
17-199
Ties pay to
performance
Negative
side effects

17-200
Gain Sharing Pay Plan
Considerations
• Process of design - participatively or top-down?
• Organizational unit covered - plant or
companywide?
• Determining the bonus - what formula?
• Sharing gains - how and when to distribute?
• Managing change - how to implement
system?

Chapter Eighteen:
Developing and
Assisting Members
Thomas G. Cummings

18-202
Learning Objectives
for Chapter Eighteen
• To review trends and perspectives in human
resource management
• To examine three popular human resource
management interventions: career planning
and development, workforce diversity, and
employee wellness

18-203
Career Stages
• Establishment Stage
• Advancement Stage
• Maintenance Stage
• Withdrawal Stage

Career Stages and Planning Issues
Establishment What are alternative occupations, firms, and jobs?
18-204
What are my interests and capabilities?
How do I get the work accomplished?
Am I performing as expected?
Advancement Am I advancing as expected?
What long-term options are available?
How do I become more effective and efficient?
Maintenance How do I help others?
Should I reassess and redirect my career?
Withdrawal What are my interests outside of work?
Will I be financially secure?
What retirement options are available to me?

18-205
Career Planning Resources
· Communication regarding career opportunities and
resources within the organization
· Workshops to assess member interests, abilities, and
job situations and to formulate career plans
· Career counseling by managers or human resource
department personnel
· Self-development materials directed toward
identifying life and career issues
· Assessment programs that test vocational interests,
aptitudes, and abilities relevant to career goals

Career and Human Resource Planning
18-206
Personal objectives
and life plans
Occupational and
organizational choice
Job assignment choice
Development
planning and review
Retirement
Business objectives
and plans
Ways to attract and
orient new talent
Methods for matching
individuals and jobs
Ways to help people
perform and develop
Ways to prepare
for satisfying retirement

18-207
Career Development
Interventions
• Realistic job preview
• Job pathing
• Performance feedback
and coaching
• Assessment centers
• Mentoring
• Developmental
training
• Work-life balance
planning
• Job rotation and
challenging
assignments
• Dual-career
accommodations
• Consultative roles
• Phased retirement

A Framework for Managing Diversity
Management’s
Perspectives &
Priorities
Strategic
Responses
Implementation
18-208
External Pressures For & Against Diversity
Internal Pressures For & Against Diversity

18-209
Age Diversity
• Trends
– Median age up
– Distribution of ages changing
• Implications
– Health care
– Mobility
– Security
• Interventions
– Wellness programs
– Work design
– Career development and planning
– Reward systems

18-210
Gender Diversity
• Trends
– Percentage of women in work force increasing
– Dual-income families increasing
• Implications
– Child care
– Maternity/paternity leaves
– Single parents
• Interventions
– Work design
– Fringe benefit rewards

18-211
Disability Diversity
• Trends
– The number of people with disabilities entering
the work force is increasing
• Implications
– Job skills and challenge issues
– Physical space design
– Respect and dignity
• Interventions
– Performance management
– Work design
– Career planning and development

Culture and Values Diversity
• Trends
18-212
– Rising proportion of immigrant and minority-group
workers
– Shift in rewards
• Implications
– Flexible organizational policies
– Autonomy
– Affirmation and respect
• Interventions
– Career planning and development
– Employee involvement
– Reward systems

Sexual Orientation Diversity
• Trends
– Number of single-sex households up
– More liberal attitudes toward sexual orientation
18-213
• Implications
– Discrimination
– Understanding
• Interventions
– Equal employment opportunities
– Fringe benefits
– Education and training

An
EAP
Model
18-214
Other employees
Employees needing assistance
Work performance information
Identification of work
performance problems
Referral to EAP
Intake counseling and problem evaluation
Further counseling Referral for treatment
Diagnosis and treatment
Return to
work and
monitoring
Self-referral to EAP

A Model of Stress and Work
18-215
Occupational Stressors
• Physical Environment
• Role
• Group
• Organizational
Stress
• How the
individual
perceives the
occupational
stressors
Consequences
• Subjective
• Behavioral
• Cognitive
• Physiological
• Organizational
Individual Differences
Cognitive/
Affective
Biologic/
Demographic

Chapter Nineteen:
Organization and Environment
Relationships
Thomas G. Cummings

19-217
Learning Objectives
for Chapter Nineteen
• To understand and illustrate how organizations
relate to their external environments. In other
words, how OD can contribute to the strategic
management process
• To describe three strategic interventions:
integrated strategic change, transorganization
development, and merger and acquisition
integration.

Organizational Environments
• General Environment
– Social, Technological, Economic, Ecological,
19-218
and political forces
• Task Environment
– Customer and buyer power, rivalry among
competitors, substitute products/services, and
potential new entrants
• Enacted Environment
– Managerial perceptions and representations of
the environment

19-219
Environmental Dimensions
• Dynamism - the extent to which the
environment changes unpredictably
• Complexity - the number of significant
elements the organization must monitor
• Information Uncertainty - the extent to
which environmental information is
ambiguous
• Resource Dependence - the degree to which
an organization relies on other organizations
for resources

19-220
Environmental Typology
Resource Dependence
Low High
Low
Information
Uncertainty
High
Minimal
environmental constraint
and need to be
responsive
to environment
Moderate constraint
and responsiveness
to environment
Moderate constraint
and responsiveness
to environment
Maximal
environmental constraint
and need to be responsive
to environment

19-221
Administrative Responses
• Mission and vision statements to identify
product/market arenas
• Goals and objectives to establish guideposts
for progress
• Key policies and budgets to guide decision
making
• Establishment of scanning units to create
relationships with environmental elements

19-222
Competitive Responses
• Processes to establish competitive
advantage
• The achievement of unique, valuable, and
difficult to imitate position vis-à-vis
competitors

19-223
Collective Responses
• Managing external interdependencies
• Forms of collective responses:
– Bargaining
– Contracting
– Joint ventures
– Strategic alliances
– Mergers and acquisitions

Integrated Strategic Change
• Strategic Analysis
• Strategic Choice
• Designing Strategic Change Agenda
• Implementing the Strategic Change Agenda
19-224

Strategic S2
Change
Agenda
Implementation
19-225
The Integrated Strategic
Change Model
Strategy
S1
Organization
O1
Strategy
Organization
O2
Strategic Analysis Strategic Choice

19-226
Strategic Analysis
• Assess the Readiness for Change
– Felt Need
– Ability to Carry Out Change
– Top Management Team Dynamics
• Diagnose the Current Strategic Orientation
– What is the organization’s current strategy?
– What are the organization’s core processes?
– How is the organization designed?

19-227
Has the Strategy been
Implemented Well?
• Assess the fit between the organization’s
environment and its strategy
– Are the organization’s strengths and
weaknesses deployed well against
environmental opportunities and threats?
• Assess the fit among mission, goals, intent,
and policies
– Do the elements support each other?

Has the Organization Design
been Implemented Well?
• Assess the fit between the strategy and the
core processes
• Assess the fit between the strategy and
organization design
• Assess the fit between the core processes
and the organization design
• Assess the fit among the organization
design factors
19-228

19-229
Strategy Making
• Describe the Desired Future State
• Specify the features of the future Strategic
Orientation (S2/O2)

Low High
Organization
Adaptation
19-230
Types of Strategic Change
Strategic
Reorientation
Strategy
Convergence Revision
Low High
Extent of Change in Strategy
Extent of Change
in Organization

A Process Model of Strategic Choice
19-231
Has there been
a major
environmental
change?
Is
performance
OK?
Is
effectiveness
OK?
Fine Tune
the SO
Are the core
competencies
OK?
Revise
the
Strategy
NO
Is the
strategy
robust?
Adapt the
Organization
Design
Reorient
YES
NO
NO
NO
NO
YES
YES
YES
YES

Developing an Agenda for Change
• What are the change requirements?
19-232
– What, when, and who?
– How much will it costs?
– What measures will indicate success?
• Specify the Roadmap
– Activity Plan
– Responsibility Chart
– Commitment Plan

Developing Transorganization
19-233
Systems (TSs)
Identification Convention Organization Evaluation
Who should
Should a TS
How to
belong to the
be created?
organize for
TS?
• Costs and
task
• Relevant skills,
benefits
performance?
knowledge,
• Task
• Communication
and resources
perceptions
• Leadership
• • Key
Policies and
stakeholders
procedures
How is the TS
performing?
• Performance
outcomes
• Quality of
interaction
• Member
satisfaction

19-234
Change Agent Roles in
Transorganization Development
• Activist Role
– proactive, assertive leadership
• Neutral Role
– credible and impartial
• Political and Network Role
– conflicts of interest
– managing autonomy of members
– managing lateral relationships

19-235
Mergers and Acquisitions
• Merger - the integration of two previously
independent organizations into a completely
new organization
• Acquisition - the purchase of one
organization by another for integration into
the acquiring organization.
• Distinct from transorganization systems,
such as alliances and joint ventures, because
at least one of the organizations ceases to
exist.

19-236
Merger and Acquisition
Rationale
• Diversification
• Vertical integration
• Gaining access to global markets,
technology, or other resources
• Achieving operational efficiencies,
improved innovation, or resource sharing

19-237
Phases in M&A Integration
• Examination of Corporate and Business
Strategy
• Pre-combination Phase
• Legal Combination Phase
• Operational Combination Phase

19-238
Pre-Combination Phase
• Key Steps
- Search for and select candidate
- Create M&A team
- Establish business case and perform due diligence
assessment
- Develop merger integration plans
· OD and Change Management Issues
- Screen candidates for cultural, financial, technical,
and physical asset criteria
- Define a clear leadership structure
- Establish vision, strategy, and integration potential
- Specify the desirable organization design features

Operational Combination Phase
• Key Steps
- Day 1 activities
- Organizational and technical integration
19-239
activities
- Cultural integration activities
· OD and Change Management Issues
- Implement changes quickly
- Communicate
- Solve problems together and focus on customer
- Conduct an evaluation to learn and identify
further areas of integration planning

Chapter Twenty:
Organization
Transformation
Thomas G. Cummings

20-241
Learning Objectives
for Chapter Twenty
• To present a framework that categorizes
different types of organizational change
efforts
• To present three large-scale organizational
change interventions: culture change, self-design,
and organization learning and
knowledge management

20-242
Characteristics of
Transformational Change
• Triggered by Environmental and Internal
Disruptions
• Systemic and Revolutionary Change
• New Organizing Paradigm
• Driven by Senior Executives and Line
Management
• Continuous Learning and Change

The Concept of Organization Culture
Artifacts
Norms
Values
20-243
Basic
Assumptions

Diagnosing Organization Culture
• Behavioral Approach
– Pattern of behaviors (artifacts) most related to
performance
• Competing Values Approach
– Pattern of values emphasis characterizing the
20-244
organization
• Deep Assumptions Approach
– Pattern of unexamined assumptions that solve
internal integration and external adaptation
problems well enough to be taught to others

Competing Values Approach
Clan Adhocracy
20-245
Flexibility & Discretion
Stability & Control
External Focus & Differentiation
Internal Focus & Integration
Hierarchy Market

Culture Change Application Stages
• Establish a clear strategic vision
• Get top-management commitment
• Leverage symbols to lead change
• Implement supporting organizational
changes
• Select and socialize newcomers; downsize
deviants
• Address ethical and legal issues
20-246

20-247
Self-Design Model
• Multiple Stakeholders Involved
• Innovation on Site
• Learning as You Go
• Continuous Improvement & Change
• Part of Normal Operations

The Self-Design Strategy
20-248
Laying the Foundation
Acquiring
Knowledge
Diagnosing
Designing
Implementing
and
Assessing
Valuing

20-249
Acquiring Knowledge
• Conceptual Learning
– Organizational concepts
– Principles for achieving high performance
• Empirical Learning
– Company visits
– Speakers & conferences
– Cases & articles

20-250
Valuing
• Valued Performance Outcomes
• Valued Human Outcomes
• Valued Organizational Conditions

20-251
Diagnosing
• Assessing current performance
• Assessing current fits and alignments
among organization design elements
• Determining what needs to be changed
• Acknowledging constraints and
contingencies

20-252
Organization Learning and
Knowledge Management
Organization
Characteristics
Structure
Information
Systems
HR Practices
Culture
Leadership
Organization
Learning Processes
Discovery
Invention
Production
Generalization
Corporate
Strategy
Organization
Knowledge
Tacit
Explicit
Organization
Performance
Organization Learning Knowledge Management

20-253
Types of Learning
• Single loop learning
– Most common form of learning
– Aimed at adapting and improving the status quo
• Double loop learning
– Generative learning
– Questions and changes existing assumptions and
conditions
• Deuterolearning
– Learning how to learn
– Learning how to improve single and double loop
learning

Discovering Theories in Use
• Dialogue
• Left-Hand, Right-Hand Column
• Action Maps
• Ladder of Inference
20-254

20-255
Ladder of Inference
I take ACTIONS based on
my beliefs
I adopt BELIEFS about the world
I draw CONCLUSIONS
I make ASSUMPTIONS based on
the meanings added
I add MEANINGS (cultural and personal)
I select DATA from what I observe
I OBSERVE data and experiences

20-256
Knowledge Management
• Types of Knowledge
– Tacit Knowledge: know how that resides mainly
in members’ skills, memories, and intuitions
– Explicit Knowledge: codified know-how in
documents, manuals, and databases
• The Process of Knowledge Management
– Generate Knowledge
– Organize Knowledge
– Distribute Knowledge

Chapter Twenty One:
Organization Development in
Global Settings
Thomas G. Cummings

21-258
Learning Objectives
for Chapter Twenty One
• To explore the differences in OD
applications in a cross-cultural context.
• To understand the cultural values that might
impact OD applications in other cultures
• To examine how OD can best be applied in
organizations that operate on a worldwide
basis
• To describe the process of OD in global
social change organizations

Growth of OD in Global Settings
• The rapid development of foreign
economies
• The increasing worldwide availability of
technical and financial resources
• The emergence of a global economy
21-259

21-260
Cross-cultural Dimensions
• Power Distance
• Uncertainty Avoidance
• Achievement Orientation
• Individualism
• Context

21-261
Power Distance
• Extent to which members of a society
accept that status and power are distributed
unequally in an organization
• Organizations in these cultures tend to be
autocratic, possess clear status differences,
and have little employee participation

21-262
Uncertainty Avoidance
• The extent to which members of a society
tolerate the unfamiliar and unpredictable
• Organizations in these cultures tend to value
experts, prefer clear roles, avoid conflict,
and resist change

21-263
Individualism
• The extent to which people in a society
believe they should be responsible for
themselves and their immediate family
• Organizations in these cultures tend to
encourage personal initiative, value time
and autonomy, and accept competition

21-264
Achievement Orientation
• The extent to which people in a society
value assertiveness and the acquisition of
material goods
• Organizations in these cultures tend to
associate achievement with wealth and
recognition, value decisiveness, and support
clear sex roles

21-265
Context
• The extent to which meaning in
communication is carried in the words
• Organizations in high context cultures tend
to value ceremony and ritual, the structure
is less formal, there are fewer written
policies, and people are often late for
appointments

Cultural and Economic Contexts
of International OD Practice
South Pacific
South America
21-266
Cultural Fit with OD Practice
Low High
Moderate
High
Level of Economic
Development
India
South Africa
United Kingdom
Scandinavia
USA
Central America
Eastern Europe
Asia
Middle East

21-267
Worldwide Organizations
• Offer products or services worldwide
• Balance product and functional concerns
with geographic issues
• Coordination must address complex
personnel and cross-cultural issues
• Its competitive position in one national
market is affected by its competitive
position in other national markets

21-268
Key Questions
• Does the organization see the world as one
market or are there multiple markets?
• What are the keys to success in this
business?
• What does the organization do better than
anyone else?

International Division
I n t e r n a t i o n a l
D i v i s i o n
21-269
H u m a n
R e s o u r c e s
F i n a n c e
R & D
P r o d u c t
D i v i s i o n
P r o d u c t
D i v i s i o n
E u r o p e
( S a l e s )
B r a z i l
( S u b s i d i a r y )
C E O

21-270
Worldwide Strategic
Orientations
• The Global Orientation
• The Multinational Orientation
• The Transnational Orientation

Alternative Worldwide Structures
21-271
Global
Product
Structure
Network
Structure
Matrix
Structure
International
Division
Global
Geographic
Structure
Opportunities
for
Globalized
Strategies
Opportunities
for
Multinational
Strategies

21-272
The Global Orientation
• Strategy
– Goals of efficiency
– Standardized products
• Key Organization Design Features
– Centralized decisions
– Strong integrated operations
– Formal control systems
• Key Staffing Issues
– Home country ex-patriates

21-273
Global Product Structure
Global
Instruments
Group
Global
Automotive
Group
Global
Industrial
Group
Chair
Legal Engineering President Finance International
Regional
Coordinators

The Multinational Orientation
• Strategy
21-274
– Goals of local dominance
– Tailored products
– Decentralized decisions
– Some centralized planning
– Profit center-oriented controls
– Local country management teams

Global Geographic Division
C o r p o r a t e
S t a f f
L o n g - r a n g e
P l a n n i n g
21-275
P a c i f i c
D i v i s i o n
E u r o p e a n
D i v i s i o n
S o u t h A m e r i c a n
D i v i s i o n
P r o d u c t
C o o r d i n a t o r s
C E O

The Transnational Orientation
• Strategy
21-276
– Goals of efficiency and responsiveness by
integration
– Tailored products
– Some decentralized decision making
– Worldwide coordination
– Subtle control mechanisms
– Hire the “best” person

21-277
Network Structure
Home
Country
Foreign
Region
Foreign
Region

Issues in Worldwide Strategy
21-278
Implementation
• From domestic to worldwide
• From global to transnational
• From multinational to transnational

21-279
Domestic to Worldwide
• Choosing an Orientation
– Answering the Key Questions
• Change Strategies
– Test the waters
– Structural change
• International Division
• Full-blown implementation

21-280
Global to Transnational
• Required Competencies
– Operate a decentralized organization
– Ability to transfer knowledge, skills, and
resources
– Education
– Reward systems
– Structural change

Multinational to Transnational
21-281
• Required Competencies
– Manage (create?) interdependencies
– Ability to transfer knowledge, skills, and
resources
– Task forces and other integration mechanisms
– Personnel changes and transfers

Global Social Change Organizations
· Their primary task is a commitment to serve as an
agent of change in the creation of environmentally and
socially sustainable world futures
· They have discovered and mobilized innovative social-organizational
21-282
architectures
· They hold values of empowerment in the
accomplishment of their global change mission
· They are globally-locally linked in structure,
membership, or partnership and thereby exist as
entities beyond the nation-state
· They are multi-organizational and often cross-sectoral

21-283
Developing GSCOs
• Build the local organization
• Create horizontal linkages
• Create vertical linkages

21-284
GSCO Change Agent
Roles and Skills
• Bridging Role
• Stewardship Role
• Communication Skills
• Negotiation Skills
• Networking Skills

Chapter Twenty Three:
Future Directions in
Organization Development
Thomas G. Cummings

23-286
Learning Objectives
for Chapter Twenty Three
• To explore the trends affecting how OD is
likely to be practiced in the future
• To explore how OD is likely to change in
the future

Trends Affecting OD Practice
• Environmental Trends
- Wealth is becoming more concentrated
- Economy is more globalized
- Ideologies are shifting from consumption to
23-287
coexistence and ecological sustainability

23-288
· Workforce Trends
- Workforce is becoming older, more diverse,
more educated
- Shift toward contingent employment & change
in psychological contract
- No careers

• Technology Trends
- Internet growth will increase
- E-commerce growth
- Increased rate and pervasiveness of
23-289
technological change

· Organizational Trends
- Organizations will become both smaller and
23-290
larger; more and less decentralized
- Virtual, networked, alliance based
- Truly global management structures and
cultures

23-291
The Future of OD
• More embedded in the organization’s
culture
• More technologically enabled
• Shorter OD cycle times
• More innovation and learning oriented
• More diverse client organizations
• More cross-cultural
• Clearer about values

Organization development and change

More Related Content

What's hot (20)

Viewers also liked (15)

Similar to Organization development and change (20)

Recently uploaded (20)

Organization development and change