1. Welcome to Organizational Development & Change! Maritza R. Salazar, Ph.D. Course is about how to facilitate, lead, and manage change.  Change can be self-initiated  Change can be forced upon us  Change can bring threats  Change can lead to opportunities! 1-1

2. My Teaching Approach Establish learning objects Provide you with useful information Challenge you to facilitate your own learning To have fun as we learn Be available to you if you need assistance 1-2

3. Methods to Foster Learning Lecture Exercises Videos Cases Guest Speakers Group Project Cummings & Worley 9e, (c) 2008 South-Western/Cengage Learning 1-3

4. Today’s Agenda Part I  Organizational Development & Change Course overview: The Open Systems Model Course mechanics Getting to know one another  Strategies for case analysis United 173 Part II  Group dynamics 1-4

5. Cummings & Worley 9e, (c) 2008 South-Western/Cengage Learning 1-5 Learning Objectives Week 1 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

6. Cummings & Worley 9e, (c) 2008 South-Western/Cengage Learning 1-6 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.

7. Cummings & Worley 9e, (c) 2008 South-Western/Cengage Learning 1-7 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 or internal behavioral-scientist consultants.

8. Cummings & Worley 9e, (c) 2008 South-Western/Cengage Learning 1-8 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 interventions in the organization ’ s “ processes, ” using behavioral science knowledge.

9. Cummings & Worley 9e, (c) 2008 South-Western/Cengage Learning 1-9 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.

10. Cummings & Worley 9e, (c) 2008 South-Western/Cengage Learning 1-10 Organization Development is... a systemwide application and transfer of behavioral science knowledge to the planned development, improvement, and reinforcement of the strategies, structures, and processes that lead to organization effectiveness.

11. Cummings & Worley 9e, (c) 2008 South-Western/Cengage Learning 1-11 1950 1960 19701980 1990 2000 Today Five Stems of OD Practice Current Practice Laboratory Training Action Research/Survey Feedback Normative Approaches Quality of Work Life Strategic Change

12. Cummings & Worley 9e, (c) 2008 South-Western/Cengage Learning 1-12 Part I: Overview of the Book The Nature of Planned ChangeThe OD Practitioner (Chapter 2)(Chapter 3) Part II: The Process of Organization Development Entering &DiagnosingDiagnosing Collecting ContractingOrganizations Groups & Jobs Diagnostic (Chapter 4)(Chapter 5) (Chapter 6) Information (Chapter 7) Feeding BackDesigning ODLeading andEvaluating & Diagnostic Data InterventionsManaging Institutionalizing (Chapter 8)(Chapter 9)ChangeChange (Chapter 10)(Chapter 11)

13. Cummings & Worley 9e, (c) 2008 South-Western/Cengage Learning 1-13 Part III: Human Process Interventions Interpersonal & 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 Talent (Chapter 18) Managing Work- force Diversity & Wellness (Chapter 19) Part VI: Strategic Interventions Transformational Change (Chapter 20) Continuous Change (Chapter 21) Transorganization- al Change (Chapter 22) Part VII: Special Topics in Organization Development Organization Development OD in Nonindustrial Future Directions in Global Settings Settingsin OD (Chapter 23) (Chapter 24) (Chapter 25)

14. 14 Course Assignments Individual and Group Assignments  Team Case Analyses 15%  Team Case Presentation 5%  Individual Written Work10%  Team Organizational Analysis30%  Final Exam30%  In class contributions (attendance, case preparation) 10%

15. 15 Why Cases? Multi-way learning  Active, collective learning  Can’t transfer skills through lecture! Learning-by- “doing”  Deep involvement in real decisions faced by real people  Proven to develop managerial skills Analysis and critical thinking Handling assumptions and inferences Deciding between courses of action Tolerating ambiguity Listening to others

16. 16 Challenges of the Case Method The key issues are not directly stated Ambiguous (sometimes contradictory or irrelevant) information No single “right” solution It’s hard to know how to prepare!

17. 17 Case Analysis Guidelines Read case quickly, then a second time in detail Summarize key facts (“bullets”) for yourself Analyze the situation using course concepts Identify problems and issues, look for underlying mechanisms Develop alternative courses of action Select the best alternative and develop specific recommendations

18. 18 Open Systems Model Inputs Transformation Processes Outputs Interactions of: Formal Org Informal Org Tasks Individuals Environment Resources Individual behavior Group behavior Organizational functioning Strategy Feedback History

19. 19 United Flight 173 Denver to Portland, OR 181 passengers, 8 crew members Landing delayed for 1 hour due to landing gear malfunction Crashed 6 minutes short of airport due to insufficient fuel 10 fatalities BTW – flight crew properly certified, aircraft properly certified and maintained

20. 20 United Flight 173 What are the main reasons the cockpit crew allowed the aircraft to run out of fuel?

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22. 22 The Crash Individuals  Captain’s lack of leadership  Frosty’s unassertiveness Group  Respect for each other’s knowledge  Comments ignored Intergroup  Communication breakdown between cockpit and tower Organization  Hierarchical culture  Rules and procedures

23. 23 Lessons so far: Assumptions about Organizations Organizations are dynamic entities Behavior occurs at multiple levels, for multiple reasons Organizations are open systems: “a set of interrelated components that conduct transactions with a larger environment”

24. Organization Development and Change The Nature of Planned Change

25. Cummings & Worley,9e (c) 2008 South-Western/Cengage Learning 2-25 Lewin’s Change Model Unfreezing Movement Refreezing

26. Cummings & Worley,9e (c) 2008 South-Western/Cengage Learning 2-26 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

27. Cummings & Worley,9e (c) 2008 South-Western/Cengage Learning 2-27 Initiate the Inquiry Inquire into Best Practices Discover Themes Envision a Preferred Future Design and Deliver Ways to Create the Future Positive Model

28. Cummings & Worley,9e (c) 2008 South-Western/Cengage Learning 2-28 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

29. Cummings & Worley,9e (c) 2008 South-Western/Cengage Learning 2-29 General Model of Planned Change Evaluating and Institutionalizing Change Planning and Implementing Change Diagnosing Entering and Contracting

30. Cummings & Worley,9e (c) 2008 South-Western/Cengage Learning 2-30 Different Types of Planned Change Magnitude of Change  Incremental  Quantum Degree of Organization  Over organized  Underorganized Domestic vs. International Settings

31. Cummings & Worley,9e (c) 2008 South-Western/Cengage Learning 2-31 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

32. Waters of Ayole Cummings & Worley 9e, (c) 2008 South-Western/Cengage Learning 1-32

33. Discussion Questions How would you describe the initial approach of solving the water problem for the first town? How would you describe the change process at Ayole? What made one change implementation more successful than the other?

34. Discussion Questions How would you describe the initial approach of solving the water problem for the first town? How would you describe the change process at Ayole? What made one change implementation more successful than the other?

35. Lessons from Waters of Ayole Change is not a one-shot deal People may want to change, but there are systematic factors that prevent them from changing Organizations are not purely technical systems; technology is one part of the change process Need to understand social factors in order to implement and maintain change processes

36. Organizations are Stubborn… Managers have strong beliefs that are difficult to change Further, they may not learn from past experiences Espoused Strategy Enacted Strategy  What the managers believe is occurring  Based on analysis and logic GAP  What is actually occurring  Based on existing steering mechanisms

37. But Change is Possible! Having “the right strategy” is like providing the water pump To be successful, organizational change requires the development of shared understanding Need to consider the language of change (e.g., Six Sigma)

38. In conclusion… The need for change must be clear Even modest changes have broad implications: - Encompass multiple domains of technology, strategy, structure, and people - Advances in one domain may exacerbate problems in another Understand unique role of change agents in building support and overcoming resistance

39. Guinea Worm Update  Target date for ending the disease is 2009 (once 1995)  16,000 cases remain, all in Africa (National Geographic, 2005)  In 2013, approximately 150 cases were reported, most in South Sudan. 2005

40. Project Team Composition How should we compose the project teams?  3-4 people teams for this team Constraints: 1. No more than 1 person you know well 2. Must be diverse (men and women; different years; SBOS and other schools, etc). Cummings & Worley 9e, (c) 2008 South-Western/Cengage Learning 1-40

41. Next Week Cummings & Worley Chps. 3 & 4 Shein (1990) Homework (1-3 pages max!) Berg “Failure at Entry” Case Cummings & Worley 9e, (c) 2008 South-Western/Cengage Learning 1-41