1. ORGANISATIONAL DEVELOPMENT SHANTON CHANG

2. WHAT IS ORGANISATIONAL DEVT.? “Organisational development is a systematic application of behavioural science knowledge to the planned development and reinforcement of organisational strategies, structures, and processes for improving an organisations’ effectiveness.” Waddell, Cummings, and Worley (2004)

3. GENERIC MODEL OF PLANNED CHANGE Entering and Contracting DiagnosingPlanning and Implementing Evaluating And Institutionalising Waddell, Cummings, & Worley (2000)

4. ENTERING INTO THE OD PROCESS I What is/are the issue(s) in the situation? Eg. “We need team building” Could this also be due to problems with reward systems, personality differences, inappropriate structure and bad leadership, or bad job design What are the ACTUAL problems? Initial data collection about the extent of the problem

5. ENTERING INTO THE OD PROCESS II WHO is the client? Generally…those organisational members who are directly impacted by the change issue. Why identify who they are? May be internal or external (eg. Union officials) Who is the OD Practitioner responsible to?

6. ENTERING INTO THE OD PROCESS III Who is the OD Practitioner? Implies that the process involves an OD Practitioner (Change Agent?) Do they have the skills and references? (Eg. Why did previous employers like or dislike them?) Internal or external? Which field of expertise? Consider politics involved. How effective has OD Practitioner been in the past for which types of organisations, dealing with what sorts of problems (ie. hard or soft) using what techniques? Are these compatible with the current context?

7. CONTRACTING PROCESS I Developing a Contract (see our discussion on contracts and SLAs) Formal or informal Mutual expectations (What are the needs, wants and expectations of BOTH parties?) Time and resources Ground rules (issues of confidentiality, termination, responsibilities of OD Practitioners)

8. CONTRACTING PROCESS II Ground Rules (continued) Ground rules have to be clearly set out because you cannot rely on assumptions in such situations. “For internal consultants, organisational politics make it especially important to clarify issues of how to handle sensitive information and how to deliver “bad news”. Waddell, Cummings, and Worley (2000: 73)

9. GENERIC MODEL OF PLANNED CHANGE Entering and Contracting DiagnosingPlanning and Implementing Evaluating And Institutionalising Waddell, Cummings, & Worley (2000)

10. DIAGNOSIS I Understanding the context! (past, current, and potential) Inputs, transformations, and outputs Levels of diagnosis Organisational level Group level Individual level

11. COLLECTING DATA Sample (who?) Aim (why?) Purpose (for whom and how will you use the data?) Confidentiality (who has access? Ethics) Time (how much time are you going to take from the sample?) Benefits (for the sample) Why should the sample trust YOU?????

12. FEEDBACK OF DIAGNOSTIC INFORMATION Why feedback diagnostic information to organisation? The organisation has to have ownership over the information The ensure you have the correct information That you have understood the information To create further opportunities to get new information during feedback sessions

13. CONTENT OF FEEDBACK INFORMATION Information should be: relevant understandable to organisational members (your audience) descriptive and explain organisational behaviour verifiable in that organisational members can relate it to the organisation in reality

14. ISSUES TO CONSIDER IN FEEDING BACK DIAGNOSTIC INFORMATION Organisational culture (Any unacceptable topics?) Power and politics (Any sense of distrust between organisational members and with you as Change Agent?) Organisational Disturbance (How much time have you taken up from organisational members already?) Acknowledging the limitations of YOUR methodologies

15. WHAT HAPPENS AFTER FEEDBACK? Is there a need for change? If yes, is there resistance to change and deny the need, or is there an effort (‘energy’) to identify and solve problem? If there is an effort to solve problem, do structures and process exist to turn the ‘energy’ into actions? If there are structures and processes that help, then you have change, if not… Frustration may result.

16. GENERIC MODEL OF PLANNED CHANGE Entering and Contracting DiagnosingPlanning and Implementing Evaluating And Institutionalising Waddell, Cummings, & Worley (2000)

17. INTERVENTIONS A set of sequenced planned action Aims to increase effectiveness of organisation (its processes, culture, productivity etc.) Effectiveness of interventions may be judged using 3 main criteria: Does it suit the needs of the organisation? Is it based on causal knowledge about the desired outcomes? Does it enable organisational members to manage the change competently?

18. TYPES OF INTERVENTIONS Human process interventions Human resource management interventions Technostructural interventions Strategic interventions

19. IMPLEMENTING INTERVENTIONS: MANAGING CHANGE Effective Change Management involves… Creating a Vision Motivating Change Developing Political Support Managing Transition Sustaining Momentum

20. DEVELOPING POLITICAL SUPPORT Expert Power Appealing to their knowledge and respecting their knowledge. Be clear and use ‘straight’ plan language (not blunt) Referrent Power Appeal to social networks and understanding the personalities involved

21. DEVELOPING POLITICAL SUPPORT Control of Resources Be clear on how you are affecting the value of the resources and minimise threat where possible Position Power Appeal to responsibility and the need to validate standing within the organisation

22. MANAGING TRANSITION Difference between Strategy and Tactics Strategy = visions and mission statement. Generic in nature about positioning and focus… WHY? Tactics = operations and key tactics for achieving strategy. Attention to detail a must… HOW?

23. MANAGING TRANSITION You may need a ‘checklist’ or a ‘road map’ of activities that have been planned ahead Remembering that the road map must be flexible as well to respond to unforeseen circumstances ‘Road maps’ of the activities you have planned are clearly set out so that the OD practitioner has a guiding framework which acts as a reminder of things they MAY forget in the heat of debate, and a flurry of activities

24. MANAGING TRANSITION In Summary Clear plan of activities Clear understanding of WHO is doing what Clear understanding of whether the people in charge have the skills (including communication skills) to carry the change through Follow the time-table Be flexible and be prepared for reasonable CHANGES to the original plans

25. SUSTAINING MOMENTUM Once the change is underway, the initial excitement and energy will need to be sustained till the process is complete It is always EASY to go back to ‘old habits’ So, sustained effort at persisting in the new ways are important BUT HOW?

26. SUSTAINING MOMENTUM Providing resources for change Sometimes organisations seriously underestimate the amount of resources needed for change (MUCH like how students underestimate the time needed to do a GOOD report) So, there may be a need to budget for additional pool of resources (just in case)

27. SUSTAINING MOMENTUM Building a support network for the change agents Maintaining emotional and psychological distance from the rest of the organisation can be very taxing, but may be important in order to remain objective Your change agents need continued support emotionally, psychologically, and intellectually (People to bounce ideas off)

28. SUSTAINING MOMENTUM Developing new competencies and skills Your change agents have to continually upgrade their skills as they progress along the change process (because new skills may be required) The stakeholders (employees and managers) will also need their skills and competencies UPDATED as the change is implemented. New competencies allow stakeholders to adapt and cope better to new work context and technology

29. SUSTAINING MOMENTUM Reinforcing new behaviours Pay attention to reward structures (formal and informal) Don’t leave this to the end… the reward structure has to complement the new work context from the start to show the organisation’s commitment to the new ways of doing things

30. GENERIC MODEL OF PLANNED CHANGE Entering and Contracting DiagnosingPlanning and Implementing Evaluating And Institutionalising Waddell, Cummings, & Worley (2000)

31. PRACTICAL REASONS FOR EVALUATION Need to know if the interventions are successful Need to know the relevance of interventions Need to know what people feel about the change process Need to know WHAT ELSE has to be done Need to know if the OD Practitioner has done the job Need to know if what the OD Practitioner has done is good (or not) The OD Practitioners needs performance appraisal too…

32. EVALUATING Evaluation can and should occur throughout the OD Process, not just after the implementation of interventions This implies that there are two types of evaluations: To guide interventions To assess the overall impact of the interventions

33. EVALUATING TO GUIDE INTERVENTIONS Implementation feedback Clarification of intervention Evaluation of ongoing process Gauging the “mood” of the organisation Development of plans for the next implementation step or activity Measuring IMMEDIATE / short term results of interventions Helps avert potential disasters that are foreseeable in the short run Keeps the organisation and the OD Practitioner going…

34. EVALUATING TO ASSESS OVERALL IMPACT OF INTERVENTIONS Evaluation feedback Measures of long term effects and include issues of satisfaction, performance, costs and benefits etc. Guides future strategy Allows greater understanding of the processes, work culture, and attitudes of the organisation

35. MEASURES I At what level are you evaluating? Organisational, group, individual? Are you measuring outcomes or processes? Selecting your variables (what are you measuring?) Effectiveness?Task variety? Efficiency? Satisfaction? Speed of system?

36. MEASURES II Variables are usually (but not always) driven by the strategy of the organisation For example, - Effectiveness of a person. Effectiveness overall? Effectiveness in particular tasks? Effectiveness rated by supervisors? Or peers? Or subordinates? Effectiveness or productivity? Effectiveness or useability?

37. MEASURES III Measures should also reflect: the aims and objectives of the organisation the aims and objectives of the interventions and the OD process the climate/environment of the organisation

38. MEASURES IV Measures must be: Valid Validity refers to the extent to which a measure reflects what it is intended to measure Reliable Reliability refer to the extent to which a measure accurately measures the value of the variable Well defined operationally How exactly does the measure work…what is it measuring or is being observed?

39. CHECKPOINT Go back to your notes of diagnosis and data collection. Use the same principals Consider sample, aim, confidentiality, data collection method etc. Consider your research design. i.e., longitudinal, cross-sectional, statistical analysis, comparison studies? Quantitative or qualitative? (see your Henderson and McAdam, 1998 Reading – 4 pages) Compare with initial diagnostic information?

40. AFTER EVALUATION… If it is a failure… what happens? Are there enough resources to keep going? Do you cut losses and move on? Who or what is to be held accountable? How does the organisation move on? Strategic choices are involved here. If it is a success… what happens?

41. INSTITUTIONALISING FRAMEWORK See Todnem Article What affects the ability of the organisation to insitutionalise the change? Organisation characteristics Intervention characteristics Institutionalising processes Indicators of institutionalising

42. INSTITUTIONALISING INTERVENTIONS I Socialisation process – information about new beliefs, preferences, norms, and values. Also consider the needs of new members to the organisation. Commitment over time to new ways of working through involvement of employees in programmes Reward system and allocation… link rewards to new behaviours required by new interventions

43. INSTITUTIONALISING INTERVENTIONS II Diffusion of intervention throughout the whole organisation (not just ONE section) Monitoring and re-calibration – putting in processes that enable change agents to detect deviations from the desired interventions and taking corrective actions

44. INDICATORS OF INSTITUTIONALISATION Do people know what are the behaviours associated with the interventions? Do people actually perform those behaviours? Do people prefer the new behaviours or the old? Do they accept the new behaviours? Do people think the new behaviours are appropriate? Are they convinced? Do people socially value the new behaviours and recognise any positive impact of new behaviours?