This Document Contains Chapters 17 to 18 17. CAREER MANAGEMENT Chapter Scan This chapter emphasizes the increasing responsibility that employees are taking for their own career management. It describes the four stages of career advancement and the typical characteristics for each stage. In addition, it provides an overview of Holland's six types of personalities and occupational choice, and describes the role of psychological contracts and mentors on career development, career paths, and career anchors. LEARNING OBJECTIVES PPT Slides 2, 3 After reading this chapter, you should be able to do the following: 1. Define career and career management. 2. Explain occupational and organizational choice decisions. 3. Describe the four stages of the career model. 4. Explain the psychological contract. 5. Describe how mentors help organizational newcomers. 6. Describe ways to manage conflicts between work and home. 7. Explain how career anchors help form a career identity. key terms Chapter 17 introduces the following key terms: advancement eldercare bridge employment establishment career flexible work schedule career anchors maintenance career ladder mentor career management phased retirement career path psychological contract career plateau realistic job preview (RJP) dual-career partnership withdrawal THE CHAPTER SUMMARIZED I. THINKING AHEAD: Dyson – James Dyson: Mentee II. CAREERS AS JOINT RESPONSIBILITIES PPT Slides 4, 5 A career is the pattern of work-related experiences that span the course of a person’s life. Career management is a lifelong process of learning about self, jobs, and organizations; setting personal career goals; developing strategies for achieving the goals, and revising the goals based on work and life experiences. With the onset of widespread reductions in force, employers are beginning to invest in programs that enable employees to be more self-sufficient. The responsibility for managing careers is shifting away from the organization and toward the individual. III. THE NEW CAREER Table 17.1; PPT Slides 6, 7 As the environment demands leaner organizations, shifts occur in the design of careers. Employees can no longer depend on the promise of lifetime employment in one organization, and they must continually develop their job skills to meet the changing needs of organizations. A. Becoming Your Own Career Coach PPT Slides 8, 9 To stay employable in this new career environment, it helps to view yourself as being in business for yourself. Keeping skills current and packaging them properly will increase your value to other employers. Success will depend on the ability to be flexible, team oriented, energized by change, and tolerant of ambiguity. It is important to be committed to lifelong learning in order to survive this paradigm shift. B. Emotional Intelligence and Career Success PPT Slide 10 Emotional intelligence (EI), introduced in Chapter 13, and emotional competencies may be twice as important as raw intelligence or technical know-how for success in today’s work environment. Emotional intelligence can be developed and tends to improve throughout life. C. Preparing for the World of Work Educational experiences and personal life experiences help an individual develop the skills and maturity needed to enter a career. Preparation for work is a developmental process that gradually unfolds over time. D. Occupational Choice PPT Slides 11, 12 Holland's theory of occupational choice separates six types of personalities by interests and values. The six types are realistic, artistic, investigative, enterprising, social, and conventional. Holland's assumption is that people choose careers that match their personalities. The Real World 17.1: Teach for America: On a Mission Teach for America (TFA) is a nonprofit organization founded by Wendy Kopp, who developed the idea as her senior project at Princeton University. The goal of TFA is to involve promising leaders in a two-year teaching stint and to encourage them to become lifelong leaders in promoting quality, equitable education. TFA corps members work for their local school districts, not TFA, and serve faculty members at their school, earning the same salary and benefits as their peers. TFA does not emphasize making a career out of teaching; its goal is to teach two years; however, 52 percent of alumni remain in teaching after their two-year commitment. Research indicates that TFA corp members have equal or greater impact than experienced teachers in the same school. E. Organizational Choice and Entry Figure 17.1; PPT Slides 13, 14 Four types of conflict can occur as individuals and organizations choose each other. The first conflict is between the organization’s effort to attract candidates and the individual’s choice of an organization. The second conflict is between the individual’s attempt to attract several organizations and the organizations' need to select the best candidate. The third conflict occurs within the organization between its desire to recruit a large pool of qualified applicants and its need to select and retain the best candidate. The fourth conflict occurs within the individual between the desire for several job offers and the need to make a good choice. These conflicts substantially complicate the organizational choice and entry process. F. Realistic Job Previews PPT Slide 15 The realistic job preview (RJP) is an attempt to expedite the socialization process by giving the potential employee an honest appraisal of the position for which he or she is applying. In a realistic job preview, both positive and negative information is given to potential employees about the job they are applying for, thereby giving them a realistic picture of the job. RJPs benefit both the employer and the potential employee. The cost of recruiting, training, and developing one employee averages $40,000. IV. THE CAREER STAGE MODEL Figure 17.2; PPT Slides 16-18 Most individuals pass through stages of careers in a logical progression. The establishment stage is the entry stage in which individuals learn the job and the discipline, and begin to fit into the organization. The advancement stage is typically the high achievement phase in which people focus on increasing their competence. In the maintenance stage, individuals attempt to maintain productivity while evaluating progress toward career goals. The withdrawal stage involves the process of retirement or possible career change. These stages correlate with other maturity and life changes. V. THE ESTABLISHMENT STAGE PPT Slides 19, 20 The establishment stage involves beginning a career as a newcomer to an organization. Newcomers depend on others for information on what is expected in the job and in the organization. A. Psychological Contracts Table 17.2 During the establishment stage, a psychological contract, or implicit agreement, between an individual and an organization is developed that specifies what each is expected to give and receive in the relationship. B. The Stress of Socialization PPT Slide 21 The most likely stressor during the anticipatory socialization stage is ambiguity about the job and the organization. During the encounter stage, the demands of the job and the shock of reality create the majority of stress. Stress often arises from the need to control job demands during the change and adjustment stage. C. Easing the Transition from Outsider to Insider 1. Individual Actions PPT Slide 22 Newcomers should ask about the negative and stressful aspects of the job if they did not receive a realistic job preview. Later on, they should realize that slight depression is natural when adjusting to a new job. Then, they should set realistic goals and take credit for the successes that occur as they master the job. 2. Organizational Actions PPT Slide 23 RJPs start the relationship between the newcomer and the organization with integrity and honesty. Organizations should provide early opportunities for newcomer success, provide encouragement and feedback, and explicitly tie rewards to performance. VI. THE ADVANCEMENT STAGE A. Career Paths and Career Ladders PPT Slide 25 The traditional analogy for the advancement stage is one of climbing the corporate ladder. The career path is a sequence of job experiences that an employee moves along during his or her career. A career ladder is a structured series of job positions through which an individual progresses in an organization. With the restructuring of many large, well- known companies, the career ladder may no longer be as salient as it once was. This can be an additional socialization stressor for those expecting a fast-track career. B. Finding a Mentor PPT Slides 26-28 A mentor is an individual who provides guidance, coaching, counseling, and friendship to a protégé. Some organizations have mentor programs that pass employees upward as they reach certain stages of development. Other organizations form multicultural mentor groups, so that diversity will be firmly ingrained in their interactions. Most mentor relationships progress through a series of stages that include initiation, cultivation, separation, and redefinition. The Real World 17.2: Richard Branson: Mentoring on a Global Scale Sir Richard Branson believes mentorship has the power to change the world. Sir Freddie Laker taught Branson that only a fool never changes his mind. Branson claims that piece of advice is the best he ever received. The Branson Centre of Entrepreneurship supports and mentors aspiring young entrepreneurs in South Africa and the Caribbean. The centre provides access to mentors, advisors, coaches, and financing assistance. In addition, Branson joined forces with Peter Gabriel to found and fund The Elders, a group of ten visionary leaders without vested personal interests who work together to promote peacebuilding and solve global conflicts. Branson sees The Elders as a group of experienced, trusted advisors to the world. Science: How to be Extraordinary Individuals who are extraordinary at their jobs often have teams of mentors or “developers” from both inside and outside their employing organizations. These developmental networks provide career and/or psychosocial support throughout the individuals’ careers. Developers are mentors from five primary categories: family, support (fans and friends), company, professional (e.g., former coaches), and heroes/idols. Researchers sought to discover what type of developmental network is most effective. In a study of National Baseball Hall of Fame players, they found that the better players had more developers and that those mentors were both within and across more career categories. These same players also had more developers specifically from the family, company, and support categories, and greater depth and breadth of psychosocial and career support. C. Dual-Career Partnerships PPT Slide 29 Another new element in the work–life combination is the increase of dual-career partnerships. A dual-career partnership is a relationship in which both people have important career roles. Dual-career relationships have stresses of competition, organizational loyalty, and location selection to contend with throughout their organizational affiliations. D. Work–Home Conflicts PPT Slide 30 Work–home conflicts increase when the adults in a relationship both work. The U.S. culture has mixed role expectations for women. Other countries, such as Japan, have a more pronounced set of expectations for working women. Organizations are increasingly considering providing benefits for the working couple to encourage them to remain with the organization. One of the solutions for work–home conflicts may be flexible work schedules. Flexible work schedules allow employees discretion in setting their working hours in order to accommodate personal concerns. Another consideration related to the work–home conflict is the increase in needs for eldercare. The sandwich generation is responsible for caring for both children and elderly parents. An increasing number of organizations are providing employees with eldercare to assist them in caring for elderly parents and/or other elderly relatives. VII. THE MAINTENANCE STAGE PPT Slide 31 The wide range of options that exists during this stage has helped individuals through potential midlife transitions and burnout. One of the options being considered in corporations is the concept of sabbaticals: a time for rejuvenation and revival. A. Sustaining Performance Most individuals in the maintenance stage reach a career plateau, a point in one’s career at which the probability of moving further up the hierarchy is low. Keeping work stimulating and continued appreciation of contributions are keys to maintaining employees’ productivity during this stage. B. Becoming a Mentor Mentoring gives individuals in this stage an opportunity to contribute to the development of newer and younger employees by sharing their wisdom, knowledge, and experience with those employees. Mentoring programs can be either formal or informal. VIII. THE WITHDRAWAL STAGE PPT Slide 32 During the withdrawal stage, workers begin to plan seriously for and initiate their transition to retirement. Actions may include scaling back on hours, switching to part-time work, or even changing careers. Workers in this stage still have much to contribute because of their extensive experience, strong work ethic, and loyalty. A. Planning for Change Many large organizations offer their employees support in planning the transition to retirement. Reduced hours, temporary work, and opportunities to relocate are some of the options that may be available. Retirement requires careful financial planning, as well as a plan for psychologically withdrawing from a life of work to a life of hobbies, travel, volunteering, or other non-career activities. B. Retirement PPT Slide 33 Retirement can be stressful due to income uncertainty, declining physical capacity, and other concerns and anxieties. Knowing what to expect helps reduce the stress of retirement. Phased retirement is a popular option for those who want to gradually reduce their hours and/or responsibilities. Bridge employment is employment that takes place after a person retires from a full-time position but before the person’s permanent withdrawal from the workforce. C. Career Anchors PPT Slide 34 Career anchors are the self-perceived talents, motives, and values that guide an individual's career decisions. Schein identified five career anchors: (1) technical/functional competence; (2) managerial competence; (3) autonomy and independence; (4) creativity; and (5) security/stability. IX. MANAGERIAL IMPLICATIONS: Managing Your Career Figure 17.3; PPT Slide 35 X. LOOKING BACK: Dyson – James Dyson: Mentor YOU 17.1 Check Your Emotional Intelligence This exercise provides students with a rough idea of their overall emotional intelligence (EI) and their competencies in four separate dimensions of EI. The four dimensions include self-awareness, self-management, awareness of others’ emotions, and managing others’ emotions. In general, the higher the overall score, the higher the EI, and the lowest-scored dimension is a target for improvement. The value of the assessment is in looking at the individual items that make up each dimension. Students can learn the competencies that make up each dimension by examining the individual items, and can get valuable cues about changing specific behaviors to improve their emotional competencies. 17.2 Assess Your Flexibility Skills The Flexible Behaviors Questionnaire (FBQ) examines current flexibility skills in five areas. These behaviors are essential to managerial effectiveness. Remind students to consider their work experience in responding to the questions or, if they are not currently employed, have them relate the questions to their experience with a work group either in the classroom or in a fraternity, sorority, club, or service organization. The questions are applicable even if they are not yet managers. Scores in each category can range from a low of 4 to a high of 28, and total scores can range from an overall low score of 20 to an overall high of 140. The reliability for this measure is .78. You may want to collect the FBQ scoring information and provide a mean for the entire class on each of the categories of behavior that make up flexibility skills. Students are more likely to give their true FBQ assessment scores if you ask for their scores anonymously. That way, they feel less threatened if they do not score well on a particular skill area, and it encourages them to practice the specific skills for their own learning rather than as an attempt to impress someone else. Comparison data: Means Corporate business executives (105) 120 Senior Business Majors (208) 93 DIVERSITY DIALOGUE: Combat Experience Required Do you agree with the Military Leadership Diversity Commission that the ban on women in the military be rescinded? Why or why not? Answer: There is no ban on women in the military. Women are, however, banned from serving in direct ground combat units. Moreover, SEAL Team 6 is not a code name; it is the permanent administrative designation of a particular group of Navy special forces personnel (sailors, not soldiers) known as SEALs. Physiological differences are essentially irrelevant in terms of job performance, and women are already in harm’s way, as many have been killed in the recent wars in Iraq and Afghanistan. The real question is whether providing women with the same potential for promotion that men have based on combat experience is worth the possibility of female combat personnel being subjected to sexual assault by their captors. How could lower representations of women in leadership positions affect the promotion and retention of lower-level women employees? Answer: Having fewer women in leadership positions should not affect promotion for other women, since any individual’s promotion should be based only on performance. However, it is certainly possible that such a situation may, in fact, limit promotion possibilities for lower-level women. Indeed, if lower-level female employees perceive that the lack of women in leadership positions is purposeful, that perception is likely to cause some to leave the organization. CHAPTER SUMMARY Career management is a joint responsibility of individuals and organizations. Good matches between individuals and organizations can be promoted with a realistic job preview (RJP). The four stages in an individual's career are establishment, advancement, maintenance, and withdrawal. Each stage has unique challenges. Psychological contracts are implicit agreements between individuals and organizations. Mentoring is crucial to both the career success of young workers and the needs of older workers. Childcare, eldercare, and flexible work schedules can help employees manage work–home conflicts. Career anchors help an individual form a career identity and formulate an effective career plan. 18. MANAGING CHANGE Chapter Scan Organizations have to keep pace with current issues related to quality, technology, diversity, globalization, ethics, and the environment. This requires managing both change and resistance to change. All organizations experience external and internal forces for change. There are numerous organization development interventions available to managers. Diagnosis and needs analysis are essential first steps in any change management effort. LEARNING OBJECTIVES PPT Slides 2, 3 After reading this chapter, you should be able to do the following: Identify the major external and internal forces for change in organizations. Understand incremental change, strategic change, transformational change, and change agent. Evaluate the reasons for resistance to change, and discuss methods organizations can use to manage resistance. Explain Lewin's organizational change model. Apply force field analysis to a problem. Discuss the major organization development interventions. Describe the use of organizational diagnosis and needs analysis as a first step in organizational development. Identify the ethical issues that must be considered in organization development efforts. key terms Chapter 18 introduces the following key terms: change agent process consultation disenchantment quality program disengagement refreezing disidentification role negotiation disorientation skills training executive coaching strategic change incremental change survey feedback job redesign team building leadership training and development transformational change moving unfreezing organization development (OD) unplanned change planned change THE CHAPTER SUMMARIZED I. THINKING AHEAD: NetFlix – No Stranger to Change II. FORCES FOR CHANGE IN ORGANIZATIONS PPT Slide 4 The forces for change are everywhere in today’s highly competitive environment. Adaptiveness, flexibility, and responsiveness are terms used to describe the organizations that will succeed in meeting the competitive challenges faced by businesses. Planned change results from deliberate decisions to alter an organization. Unplanned change is imposed on the organization and is often unforeseen. A. External Forces PPT Slide 5 The four themes of this text (i.e., globalization, workforce diversity, technological change, and managing ethical behavior) are the major external drivers of change in organizations. Two examples of planned change are the European Union (EU) and the North American Free Trade Agreement (NAFTA). Regardless of the degree of planning involved in these ventures, numerous unplanned circumstances still arise. The Real World 18.1: Coca-Cola’s Green Changes Coca-Cola, one of Fortune’s “Most Admired” companies, is always looking for innovative ways to make the company greener. The company operates in 200 countries around the world and its products are consumed at the rate of 1.7 billion servings a day. One of Coca-Cola’s major sustainability projects focuses on making bottles that are 30 percent sugar cane. Coca-Cola claims that the new bottle reduces the carbon footprint of the old plastic bottles by 12-19 percent. The next step is producing a bottle completely made of plant products. Coca-Cola has done this in the laboratory, but the 100 percent plant material bottle is not yet commercially viable. Coca-Cola and H.J. Heinz Company announced a strategic partnership that enables Heinz to produce its 120 million ketchup bottles using Coca-Cola’s breakthrough PlantBottle™ packaging. 1. Globalization PPT Slide 6 Multinational and transnational organizations are heavily involved in global changes. Many of these organizations are pursuing joint ventures with firms from other countries. 2. Workforce Diversity PPT Slide 7 The workforce continues to see increased participation of females, persons with physical challenges, and persons from many different cultures, as well as a rise in the mean age of workers. All of these trends are expected to continue well into the next decade. 3. Managing Ethical Behavior PPT Slide 8 Society expects organizations to behave in an ethical manner in all of their activities, both internal and external. Ethical dilemmas are sometimes highly visible, public issues, but more often they are issues that arise in the everyday lives of employees. Success in this area requires that organizations establish a pervasive culture of ethical behavior that all employees embrace. B. Internal Forces PPT Slide 9 Internal forces for change include things like declining effectiveness, crises (e.g., strikes, resignations, or major accidents), changes in employee expectations, and changes in the work climate. III. CHANGE IS INEVITABLE A. The Scope of Change PPT Slide 10 Change may take one of three forms. Incremental change is relatively small in scope, and as such, results in small improvements. Strategic change is a larger scale approach that is similar in magnitude to a restructuring effort. Transformational change moves the organization toward a radically different, and sometimes, unknown, future state. B. The Change Agent’s Role PPT Slides 11-15 A change agent is an individual or group that undertakes the task of introducing and managing a change in an organization. Change agents can be either internal or external, and both have advantages and disadvantages. Internal change agents know the past history of the organization, its political system, and its culture, but may be too close to be objective or may not have the trust of coworkers. External change agents may have a greater ability to be objective and impartial, but possess limited information about the organization and may be viewed with suspicion. IV. THE PROCESS OF CHANGE IN ORGANIZATIONS A. Resistance to Change PPT Slide 16 Individuals often resist change based on self-interest or because they feel that their freedom is threatened. 1. Fear of the Unknown All change brings some uncertainty and creates resistance because it introduces ambiguity to what was a comfortable environment. Communication helps reduce fear of the unknown. 2. Fear of Loss Employees often fear losing their jobs or their status as a result of change. 3. Fear of Failure Employees may experience anxiety as they anticipate increased workloads or task difficulty, an increase in performance expectations, or they may fear that the change itself will not occur. 4. Disruption of Interpersonal Relationships Change sometimes limits meaningful interpersonal relationships at work that are important to employees, which can create additional anxiety. 5. Personality Conflicts Conflict can occur because of the seemingly insensitive personality of the change agent. 6. Politics Organizational change often involves shifting the balance of power. Threatened loss of power can generate strong resistance to change. 7. Cultural Assumptions and Values Employees in cultures with high uncertainty avoidance may not be as receptive to change as those in cultures with low uncertainty avoidance. Also, some individuals tolerate ambiguity more readily than do others. B. Managing Resistance to Change PPT Slide 17 Communication, participation, and empathy and support are key strategies for effectively managing resistance to change. Science: Neuroscience and Change Researchers have begun to study the role of neuroscience in organizational behavior. Individual attitudes that are extremely resistant to change may be somewhat automatic. Attitudes can be implicit, explicit, or expressed. Previous research has primarily focused on expressed attitudes because these attitudes are easily recalled. Neuroscientists argue that implicit attitudes are integral in the formation of both explicit and expressed attitudes and result from automatic associations. Implicit attitudes only change if there is a permanent change to the pattern of neuronal connections. Permanent change requires long-term exposure to stimuli that are contradictory to the existing implicit attitudes. C. Behavioral Reactions to Change Figure 18.1; PPT Slides 18, 19 Disengagement is psychological withdrawal from change. Disidentification is the feeling that one's identity is being threatened by a change. Disenchantment is a negative feeling or anger toward a change. Disorientation involves feelings of loss and confusion due to a change. D. Lewin's Change Model Figure 18.2; PPT Slides 21, 22 The Lewin change model asserts that behavior is the product of two types of opposing forces: the forces pushing to preserve the status quo; and the forces pushing for change. The model includes three steps: unfreezing, moving, and refreezing. Unfreezing involves encouraging individuals to discard old behaviors by shaking up the equilibrium state that maintains the status quo. In the moving step, new attitudes, values, and behaviors are substituted for old ones. Finally, refreezing establishes the new attitudes, values, and behaviors as the new status quo. V. ORGANIZATION DEVELOPMENT INTERVENTIONS Figure 18.3; PPT Slide 23, 24 Organizational development (OD) is a systematic approach to organizational improvement that applies behavioral science theory and research in order to increase individual and organizational well-being and effectiveness. It is a systematic approach to planned change that involves application of behavioral science to challenges the organization faces and recognizes the reciprocal relationship between individuals and organizations. A. Diagnosis and Needs Analysis PPT Slide 25 Organizational development begins with the essential first step of diagnosis. Diagnosis should include examinations of the organization’s purpose, structure, reward system, support system, relationships, and leadership. Needs analysis involves careful investigation into the skills and competencies employees must have in order to change successfully. B. Organization-Focused and Group-Focused Techniques PPT Slide 26 1. Survey Feedback PPT Slide 27 Survey feedback is a widely used method of intervention method whereby employee attitudes are solicited using a questionnaire. Individual responses should be confidential and anonymous, feedback should be reported on the group level, employees should feel confident that they will suffer no repercussions from their responses, and they should be informed of the purpose of the survey. 2. Management by Objectives PPT Slide 28 Management by objectives (MBO) is an organization-wide intervention technique that involves joint goal setting between employees and managers. It clarifies what is expected of employees, provides knowledge of results, and provides an opportunity for coaching and counseling by the manager. However, the MBO process can be extremely time-consuming when done correctly. 3. Product and Service Quality Programs PPT Slide 29 Quality programs embed product and service quality excellence in the organizational culture. Success or failure of an organization is directly linked not only to the quality of its product, but also to the quality of its customer service. 4. Team Building PPT Slide 29 Team building is an intervention designed to improve the effectiveness of a work group. Although very popular as an intervention, team building is a relatively new OD technique, and the assessment of its effectiveness remains incomplete. 5. Process Consultation PPT Slide 30 Process consultation is an OD method that helps managers and employees improve the communication, conflict resolution, decision making, group interaction, and leadership processes that are used in organizations. In most instances, an external organization consultant is used. The Real World 18.2: M5 Networks’ Rock Stars M5 Networks is a cloud enterprise telephone (VoIP) company started by five people in New York City that has grown to 150 employees and 1,800 customers. Its founder, Dan Hoffman, is a self-professed terrible guitar player, but he used his love of music to come up with a novel idea for building the team culture at M5 Networks. He and his start-up team formed a company band, M5 Six, that played at office functions. Other employees wanted to join, so Hoffman brought in School of Rock to give music lessons at the office every afternoon. The purposes of the music program were to remind people how to learn and to develop a team culture. The band program has helped employees get to know each other; a typical band has employees from all different departments. C. Individual-Focused Techniques PPT Slide 31 1. Skills Training PPT Slide 32 Skills training increases the job knowledge, skills, and abilities that are necessary to do a job effectively. It can be accomplished in the classroom, on the job, or through computer-based-training (CBT). 2. Leadership Training and Development PPT Slide 32 Leadership training and development includes a variety of intervention techniques designed to enhance individuals’ leadership skills. The best programs combine classroom learning with on-the-job experiences. Other techniques include simulations, business games, role-playing, and case studies. 3. Executive Coaching PPT Slide 32 Executive coaching pairs managers or executives with coaches in partnerships designed to help the executives perform more effectively at work, and occasionally in personal lives as well. Coaches form strong, professional connections with their clients, and provide direct and candid feedback. 4. Role Negotiation PPT Slide 33 Role negotiation is a simple technique whereby individuals meet and clarify their psychological contract. 5. Job Redesign PPT Slide 33 Job redesign is an OD intervention method that alters jobs to improve the fit between individual skills and the demands of the job. Students may enjoy an impromptu job redesign for positions like tollbooth operators, computer input operators, or traffic directors. They quickly discover that the task is not as easy as it appears. 6. Health Promotion Programs PPT Slide 33 Companies are increasingly recognizing the importance of health promotion programs for reducing their health care costs. The goal is to help employees manage stress before it becomes a problem. 7. Career Planning PPT Slide 33 Career planning benefits both the organization and the individual. Employees identify skills and skill deficiencies. The organization plans training and development efforts based on that information. The career planning process also facilitates identification and nurturing of talented employees for future promotions. VI. ETHICAL CONSIDERATIONS IN ORGANIZATION DEVELOPMENT PPT Slide 34 OD methods must be chosen in accordance with the problem as diagnosed, the organization’s culture, and the employees involved. Individuals should not be forced to participate, and confidentiality for those who do participate is of the utmost concern. Finally, participants should be given complete knowledge of the rationale for change, what to expect from the change process, and the details of the intervention technique and process. VII. ARE ORGANIZATION DEVELOPMENT EFFORTS EFFECTIVE? The success of any OD intervention depends on many factors, and no one OD method will be effective in all cases. Research indicates that OD programs have positive effects on productivity when properly applied and managed. VIII. MANAGERIAL IMPLICATIONS: Managing Change PPT Slide 35 IX. LOOKING BACK: NetFlix - NetFlix Goes Global YOU 18.1 Tolerance for Ambiguity This exercise is designed to give students a sense of their comfort level with ambiguity. It provides a good basis for a classroom discussion on uncertainty and the challenge of working under conditions of risk. An interesting alternative might be to put students in small groups and give them a conspicuously ambiguous assignment and let them struggle with it for a while, taking note of which students seem to be more comfortable while working with the assignment and which seem to be less comfortable. Then, have students share their results from the exercise survey and compare those results with your notes from the assignment to see if there is a correlation. 18.2 Applying Force Field Analysis This exercise offers an excellent model for many situations both in one’s work life and personal life. It is similar to the familiar practice of listing pros and cons in decision making, but adds the extra steps of analyzing what actions can be taken to maximize the benefits of the cons and minimize the drawbacks of the cons. For classroom learning and analysis, tie the exercise to Discussion and Communication Question #10 that asks students to prepare a force field analysis of a change they desire to make in their lives. Prior to students completing this analysis, select an example and walk the students, as a class, through a force field analysis so that they understand better how to apply this type of analysis to their own experiences. DIVERSITY DIALOGUE: Changing Racial Attitudes One Dorm Room at a Time What deep-level diversity issues may be relevant here? Answer: The scenario notes that “Racial attitudes are typically formed early in life.” Students of all races have deep-level beliefs about other races that may cause problems in close living situations. However, many other deeply held beliefs that also vary among individuals can cause equally difficult issues, such as religion, politics, weight, sexual orientation, personal interests, and others. Students who can make it through the first ten weeks probably begin to realize that people whose beliefs conflict with their own aren’t necessarily wrong, they simply have different ideas. Deep-level diversity issues that may be relevant include: 1. Values and Beliefs: Differences in personal values, ethical beliefs, and cultural norms can impact perspectives on work practices, conflict resolution, and professional conduct. 2. Work Styles and Preferences: Varied work styles and communication preferences, influenced by cultural backgrounds or personal experiences, can affect teamwork and project management. 3. Identity and Experience: Differences in life experiences, including socio-economic background, educational experiences, and personal challenges, shape how individuals approach their roles and interact with others. 4. Perceptions of Fairness: Divergent views on what constitutes fairness and equity in the workplace can influence how policies and decisions are perceived and accepted. 5. Motivations and Expectations: Varying personal motivations and career expectations can impact job satisfaction, performance, and career progression. Would you support college residence policies that required different-race roommate pairings to increase campus diversity? Why or Why not? Answer: The different-race roommate assignments referenced in the scenario as improving racial attitudes were assignments made out of necessity related to student populations or housing limitations, not as the result of some arbitrary administrative policy. If different-race housing assignments appear to be mandatory, experimental, or manipulative, they may result in declining racial attitudes rather than improved attitudes. At the least, student morale is likely to suffer when students begin to feel like they’re being forced into uncomfortable and undesired living situations or like lab rats in someone’s experiment. Policies that encourage, but do not require, different-race roommate pairings are much more likely to increase acceptance of diversity on campus. CHAPTER SUMMARY * Organizations face many pressures to change. Some forces are external, including globalization, workforce diversity, technological innovation, and ethics. Other forces are internal, such as declining effectiveness, crises, changing employee expectations, and a changing work climate. * Organizations face both planned and unplanned change. Change can be of an incremental, strategic, or transformational nature. The individual who directs the change, known as a change agent, can be internal or external to the organization. * Individuals resist change for many reasons, and many of these reasons are rooted in fear. Organizations can help manage resistance by educating workers and openly communicating the change, encouraging worker participation in the change efforts, and providing empathy and support to those who have difficulty dealing with change. * Reactions to change may be manifested in behaviors reflecting disengagement, disidentification, disenchantment, and disorientation. Managers can use separate interventions targeted toward each reaction. * Force field analysis states that when the forces for change are balanced by the forces restraining change, an equilibrium state exists. For change to occur, the forces for change must increase, or the restraining forces must decrease. * Lewin's change model proposes three stages of change: unfreezing, moving, and refreezing. * A thorough diagnosis and needs analysis is a critical first step in any organization development (OD) intervention. * OD interventions targeted toward organizations and groups include survey feedback, management by objectives, product and service quality programs, team building, and process consultation. * OD interventions that focus on individuals include skills training, leadership training and development, executive coaching, role negotiation, job redesign, health promotion programs, and career planning. * OD efforts should be managed ethically and should preserve individual freedom of choice and privacy. * When properly conducted, OD can have positive effects on performance. Instructor Manual for Organizational Behavior: Science, The Real World, and You Debra L. Nelson, James Campbell Quick 9781111825867
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