This Document Contains Chapters 7 to 8 Chapter 7 OD Intervention Strategies Learning Objectives 1. Identify and understand the range of major OD intervention techniques and how they can be applied. 2. Identify the way various interpersonal, team, and intergroup techniques fit into an OD program. 3. Understand the change strategies. Student Premeeting Preparation 1. Read Chapter 7 2. Prepare for OD Skill Simulation 7.1. Form teams of eight members and select roles. Complete Step 1. 3. Read and analyze Case: The Farm Bank. Instructor Preparation and Materials 1. Simulations: no special materials are required. LECTURE OUTLINE 1) Learning objectives. (pg. 175) a) Identify and understand the range of major OD intervention techniques and how they can be applied. b) Identify the way various interpersonal, team, and intergroup techniques fit into an OD program. c) Understand the change strategies. 2) Organizational change. (pg. 175) a) The starting point for setting a change program in motion is the definition of a total change strategy. b) An OD strategy is as a plan for relating and integrating the different organizational improvement activities engaged in to accomplish objectives. c) There are several major categories of OD strategies: structural, technological, and behavioral. d) Developing a strategy includes the planning of activities intended to resolve difficulties and build on strengths. e) This and the next eight chapters discuss the fourth stage of an OD program: action plans, strategies, and techniques. (See Figure 7.1, Stage Four of Organization Development's Five Stages) 3) Basic strategies to change. (pg. 176) a) Structural strategies. i) Changes that relate the elements of the organization to one another. ii) Other structural changes include removing or adding layers to an organization’s hierarchy. iii) Downsizing is often associated with restructuring efforts. iv) Structural changes of another type involve decentralization and centralization. v) Mergers use structural changes to bring two companies together. b) Technological strategies. i) Changes in machinery, methods, automation, and job design that bring an organization up to state of the art. ii) The changes have helped companies and their employees become more productive. c) Behavioral strategies. i) Emphasizes the better utilization of human resources by improving the level of morale, motivation, and commitment of members. ii) In the past, behavioral strategies were often neglected when organizations implemented changes. iii) OD traditionally has been associated with behavioral strategies. d) In practice, changes made using any one strategy will likely require some use of the other two. e) Structural, technological, and behavioral change strategies are not OD change strategies per se. f) The determining feature of an OD strategy is the process used to arrive at and carry out the strategy. 4) Integration of change strategies. (pg. 178) a) OD attempts to deal with organization change from an integrated standpoint that considers structural, technical, and behavioral changes and how these change approaches influence one another. (See Figure 7.3 - An Integrated Approach to Change) b) Interdependence of sub elements (departments) of an organization needs to be considered. c) Change strategies need to take account of both overt and covert elements of an organization. i) Covert elements are often obscured or hidden. (See Figure 7.4 - The Organization Iceberg Approach to OD) ii) Examples of covert elements include patterns of communication, trust, and openness. d) When developing a change strategy, second-order consequences should be considered where a change in one area influences other areas. 5) Stream analysis. (pg. 181) a) Stream analysis is a method useful in planning behavioral, structural, and technical changes. (See Figure 7.5 - Stream Analysis Chart) b) Stream analysis begins by identifying behavioral, technological, and structural interventions that the organization can implement as part of the OD program. c) Stream analysis helps the organization to diagnose and plan interventions over a period of time. d) It provides a graphical portrayal of the changes and allows for progress in implementing specific changes to be plotted. 6) Selecting an OD intervention. (pg. 182) a) Interventions are the range of actions designed to improve the health of the client system. b) Interventions are the specific means, activities, and programs by which change can be determined. c) In selecting a specific OD technique, the practitioner and the client consider a number of factors. i) The potential results of the technique. ii) The potential implementation of the technique including costs versus benefit. iii) The potential acceptance of the technique. 7) Overview of major OD intervention techniques. (pg. 183) a) Because OD is a dynamic discipline, there is debate upon what OD is and what OD is not. b) Intervention techniques include activities focusing on: (See Table 7.1 - An Overview of OD Interventions) i) The individual or interpersonal level. ii) The team or group level. iii) The intergroup level. iv) The total organizational system level. c) An intervention may fit into several or all categories. d) OD programs do not necessarily include all of the four levels. e) The next eight chapters are devoted to a more detailed discussion of these OD intervention techniques. OD Applications Changing P&G (pg. 181) SUMMARY Through establishing a vision of the future for P&G along with the company continually making changes in its management and strategy, P&G has maintained its profitability and its leadership role in consumer products. MAJOR POINTS • Procter and Gamble is one of the largest consumer product companies in the world and a major manufacturer of home-cleaning products. • The culture at P&G is well established. • The chairman of board (retired as CEO) spends a large part of his day communicating his vision of P&G. • A major part of the P&G strategy has been to focus on building strong brands that sell at premium prices. • With a major worldwide recession, the strategy was changed to offer more lower-priced products. • P&G increased spending on innovating new products, engineering and manufacturing technology, and understanding the consumer. • Corporate headquarters has undergone changes by tearing down office walls and moving division presidents to be closer to their teams. QUESTIONS 1. Of behavioral, structural, and technological change strategies, how would you describe P&G’s strategies? Answer: The OD Application illustrates use of all three strategies. Examples of behavioral strategies include chairman of board communicating his vision of P&G. A structural strategy that overlaps with a behavioral strategy is tearing down office walls of top executives so that they share an open area and can communicate better. Another example is division VPs moving closer to their teams. This uses a structural strategy to make behavioral changes. An example of the use of technological strategies is the decision to continue to develop new products and improve manufacturing despite a worldwide recession. 2. Does P&G integrate the three change strategies and, if so, how? Answer: Communicating the vision of P&G seems to be the centerpiece, the glue that binds, of the companies change program. The success of behavioral, structural, and technological change strategies seem to hinge upon everybody knowing what the goal is and how to get there. 3. Based on current information, evaluate the success of P&G. Answer: Based on current information, Procter & Gamble (P&G) is highly successful, marked by strong financial performance, robust brand portfolio, and effective global operations. Its success is driven by innovation, strategic marketing, and a focus on sustainability, maintaining its position as a leading consumer goods company. Review Questions 1. Compare and contrast the basic OD strategies. Answer: Structural - changes that affect the way that the elements of an organization relate to one another. Technical - changes that bring an organization up to the state of the art in machinery, methods, automation, and job design. Behavioral - changes that improve the level of morale, motivation, and commitment of members. Each of these three change strategies cannot be isolated from one another as a change in one area usually affects other areas, sometimes in unpredictable ways. 2. Identify and give examples of OD interventions for various target systems. Answer: Individual or interpersonal level - job design and enrichment, goal setting, career planning, stress management. Team or group level - team building, job design and enrichment, role negotiation, role analysis. Intergroup level - intergroup development, third-party intervention, organization mirror. Total organizational system level - goal setting, survey feedback, action research, Likert’s System 4. 3. Explain how stream analysis can be used in an OD program. Answer: Stream analysis is a method used in planning the analysis and implementation of behavioral, structural, and technical changes. It helps the practitioner and client diagnose and plan the interventions and keeps track of their progress once the change program is underway. The information may be used to redesign the change program or to schedule time appropriately. 4. Describe an integrated approach to change. Answer: A change oriented toward dealing with the total organization through an integration of behavioral, structural, and technical strategies. After the consultant and the client determine the major strategy, they then decide upon the specific OD techniques to implement in the change effort. 5. Explain three factors that should be considered in selecting a technique. Answer: (1) The potential results of the technique. Will it solve the basic problems? Does it have any additional positive outcomes? (2) The potential implementation of the technique. Can the proposed technique actually work in a practical application? What are the actual dollar and human costs of this technique and the impact of costs upon the client system? How do the estimated costs of the technique compare with the expected results (costs versus benefit)? (3) The potential acceptance of the technique. Is the technique acceptable to the client system? Is the technique adequately developed and tested? Has the technique been adequately explained and communicated to members of the client system? KEY WORDS AND CONCEPTS Define and be able to use the following words and concepts: Behavioral strategies - places emphasis on the use of human resources. (pg. 178) OD intervention - the range of actions designed to improve the health or functioning of the client system in an OD program. (pg. 183) OD strategy - a plan for change using structural, technical, and behavioral methods. (pg. 175) Parkinson’s Laws - summarizes the problems of inefficient practices in organizations: (1) the law of multiplication of subordinates and (2) the law of multiplication of work. (pg. 183) Second-order consequences - indirect consequences that result from a change action. (pg. 180) Stream analysis - a method useful in planning the changes that plots the interventions over a period of time. (pg. 181) Structural strategies - alters the framework that relates elements of the organization to one another. (pg. 176) Technological strategies - changes in machinery, methods, automation, and job design. (pg. 177) Virtual teams – teams and their meetings occur electronically over telecommunications lines and in some cases over the Internet. The need for face-to-face meetings is reduced. (pg. 179) ADDITIONAL RESOURCES Readings: Lafley, A. G. “What Only the CEO Can Do,” Harvard Business Review, May 2009, pp. 54-62. Lafley, A. G. and Ram Charan, The Game-Changer: How You Can Drive Revenue and Profit Growth with Innovation, (New York: Crown Business, 2008.) OD Skills Simulation: An additional simulation that is not in the text follows on the next page. OD Skills Simulation “Real-World” Change Strategies A. Purpose To identify various OD strategies that might be implemented to improve the functioning of existing “real-world” organizations. B. Procedures Step 1. This simulation can be completed on either an individual or team basis. If you are working with a team, form into teams of approximately five members. Step 2. You are to analyze an existing organization, diagnose its problems, and develop an OD change strategy. Some possible organizations for you to analyze include: a. This class or a subgroup of class members if group membership has remained the same in the simulations. b. Another class. c. An organization, such as a business, in your community. d. An organization that has had articles written about it. Suggested sources for the articles include Forbes, Business Week, Fortune, and the Wall Street Journal. Depending on the organization selected, you may need to make an on-site visit and interview members. Step 3. Report to the class your findings. First, briefly describe the organization if others in the class are not familiar with the organization. Then identify the problems diagnosed and the recommended change strategies. The rest of the class may ask questions. SIMULATION PROCEDURES Simulation 7.1 (pg. 186) The Franklin Company 1. Student premeeting preparation: a. Form teams of eight for the Franklin Management Team. b. All class members are to read The Franklin Company Background. Participants should read their respective role descriptions. c. Those serving as practitioners should become familiar with the OD Practitioner Guidelines and the Practitioner Diagnostic Form. 2. Suggestions: a. Stress that the emphasis in Step 4 is to obtain feedback. Try to avoid a situation where members become defensive and feedback is rejected. b. Additional time may be needed for more consulting teams. 3. Discussion points: a. Look at the types of strategies used by the practitioners. b. Did practitioner groups develop integrated strategies? c. Were some types of strategies used more than others? d. Were the practitioner groups able to accept the feedback from the Franklin Management Team at the conclusion of the role-play? 4. Total time suggested: 70 to 80 minutes You will need to adjust these times to fit your specific schedule and class plans. Minutes Step 2 30 Step 3 15 Step 4 15 Step 5 10 to 20 Total 70 to 80 Notes CASE TEACHING NOTES The Farm Bank (pg. 194) I. Problems A. Macro 1. Client system unprepared for change. 2. Client system unfamiliar with and unprepared for MIS. B. Micro 1. Top-down approach (Swain’s) excluded staff from decision and preparation for MIS. 2. Survey should have preceded, not followed, MIS. 3. Hassler not assertive enough to fulfill Swain’s goals by keeping Swain informed. 4. Particulars in MIS need to be changed (limit info after determining needs, change format, etc.). 5. Wyatt has been charged by Swain to make survey but her boss, Hassler, has told her not to give the report to Swain. II. Causes 1. Conservative nature of firm (and age of staff). 2. Lack of education regarding MIS. 3. Lack of planning regarding functions MIS would perform for managers and firm. 4. Hassler more interested in personal security than in fulfilling purpose for which he was hired. III. Systems affected 1. Structural - Chain of command prohibited Wyatt from improving MIS through using results of report. 2. Technical - MIS needs new form and new limitations. These are not being carried out. 3. Behavioral – Wyatt’s “fulfillment” and satisfaction of job well done are restricted. Other staff’s expectations brought on by survey are frustrated by lack of follow-through. Swain hopes are not fulfilled. Hassler knows he is not fulfilling his role. Managerial decisions company-wide are not being made in the best possible way, since information is not being managed in the most effective way possible. 4. Managerial – Hassler is uncomfortable about taking things up the chain. Possibly the president, Swain, has intimidated subordinates in the past. Or Hassler does not want to rock the boat, has a “full plate”, or maybe is lazy. It is difficult to access motives of managers. 5. Goals and values – Excellence and organization improvement does not seem to be valued by most managers except possibly Wyatt. IV. Alternatives 1. Wyatt could convince Hassler it’s in his best interest to show Swain results of survey. 2. Wyatt could go along with Hassler’s inaction. 3. Wyatt could go around Hassler and tell Swain. V. Recommendations Wyatt needs to submit the report to Swain since this is the person who assigned her to do the survey. She needs to explain tactfully to Hassler the importance of her giving Swain the report. Once the report is sent to Swain, The Farm Bank needs to embark on a strategy of solving the problems identified in the survey. The approach should be an integrated one involving the people who use the MIS with then identifying specific problems and the steps to correct the problems. Hassler needs to be involved in making the changes as well as Wyatt. STUDENT PREPARATIONS FOR THE NEXT CHAPTER 1. Read Chapter 8. 2. Prepare for OD Skills Simulation 8.1. Prior to class, form teams of seven and assign roles. Complete Step 1. 3. Read and complete Steps 1 and 2 of OD Skills Simulation 8.2. 4. Read and prepare for Step 1 of OD Skills Simulation 8.3. 5. Read and analyze Case: The OD Letters. Chapter 8 Process Intervention Skills Learning Objectives 1. Understand the key OD process skills and determine how they can be applied. 2. Practice using OD process skills. 3. Identify and gain insights into your OD style. Student Premeeting Preparation 1. Read Chapter 8. 2. Prepare for OD Skills Simulation 8.1. Prior to class, form teams of seven and assign roles. Complete Step 1. 3. Read and complete Steps 1 and 2 of OD Skills Simulation 8.2. 4. Read and prepare for Step 1 of OD Skills Simulation 8.3. 5. Read and analyze Case: The OD Letters. Instructor Preparation and Materials 1. Simulations: no special materials are required. 2. I have found that, for most students, reading and hearing a lecture about process skills and interventions is not enough to grasp fully the idea. It may help your students understand the nature of process interventions if they see it demonstrated. As the text points out, “modeling” is one way organization members can learn to give process observations. It may be helpful to set up a role-play for the class where you get one student to act as a manager with some kind of work problem. Then you act as an OD practitioner using process interventions. It does not need to be a long role play - just long enough to get the idea across. LECTURE OUTLINE 1) Learning objectives. (pg. 198) a) Understand the key OD process skills and determine how they can be applied. b) Practice using OD process skills. c) Identify and gain insights into your own OD style. 2) A new paradigm in organizations. (pg. 198) a) A change is occurring in leadership style that has come about largely because of the increasing importance of teams in today’s organization. b) Organizations are relying increasingly on the team approach to managing. c) Major changes of managing have been thrust upon both lower and middle managers. i) They will need new skills in performance management and work redesign. ii) Also, new skills will be required to serve as a coach where the managers support and nurture employees. d) An understanding of group and team behavior is needed. 3) Process interventions. (pg. 199) a) Process intervention is an OD practitioner skill for helping work groups become more effective. b) Process activities help the work group or client to perceive, understand, and become more aware of the way it operates and the way its members work with one another. c) The manager practicing process interventions observes individuals and teams in action and helps them learn to diagnose and solve their own problems. d) The managers asks questions, focuses the team’s attention on how it is working together, teaches or provides resources where necessary, and listens. e) Teams become more independent and do not have to look to the manager to solve problems. 4) Group process. (pg. 200) a) Process interventions concentrates on how groups and individuals within those groups behave. i) Process is the how of the group. ii) Content is the what of the group. b) Five areas crucial to effective organization performance are communication, member roles and functions in groups, group problem-solving and decision-making, group norms and growth, and leadership and authority. (See Figure 8.1 Group Process Interventions) c) Communications. i) Analyzing the communications process within a group. ii) Examples include observing frequency and length of time each member talks, who talks to whom, and who interrupts whom. d) Member roles and functions. i) Observing the roles and functions that members have assumed. ii) Roles can be divided into three categories. (See Table 8.1 Group Members’ Behaviors) (1) Group task - member behaviors that directly help the group solve its task such as seeking and giving opinions, asking questions, and summarizing. (2) Group building and maintenance - behaviors that help the group grow and improve its members’ interpersonal relationships such as harmonizing, encouraging, and compromising. (3) Individual - behaviors that satisfy individual needs and are inconsequential to the group’s task and maintenance. e) Group problem solving and decision making. i) Helping the group understand how it makes decisions and the consequences of each method of decision-making. ii) A decision made by group consensus is one that all the members have shared in making and one they will support and buy into even though they may not be totally supportive. f) Group norms and growth. i) Assisting the group in understanding its norms and how the norms affect decision making. ii) The group will improve its decision-making process as members grow and become more supportive of one another. g) Leadership and authority. i) The group better understands the impact of leadership styles and authority. ii) The roles of formal and informal leaders are clarified and developed. iii) Leadership functions are shared among the work group members. 5) Types of process interventions. (pg. 203) a) Process interventions differ in many ways, but they never involve the group’s task. b) The concern is how the group is going about accomplishing its task. c) Process interventions include clarifying, summarizing, synthesizing, generalizing, probing, questioning, listening, reflecting feelings, providing support, coaching, counseling, modeling, setting the agenda, feeding back observations, and providing structural suggestions. d) Clarifying and summarizing. i) The purpose is to resolve misunderstandings in what members are saying. ii) Provides a summary of the major points. iii) This sometimes helps the group to understand where it is. iv) Example: “Mary, I seem to be hearing you say . . . Is this correct?” e) Synthesizing and generalizing. i) This puts several points and ideas together into a common theme. ii) Takes the ideas or feelings of one person and attaches them to the entire group. iii) Example: “Am I correct in assuming the rest of you share Irwin’s position?” f) Probing and questioning. i) Seeks additional information and asks questions when the group needs additional information. ii) May be especially useful at the beginning of a discussion if members are reaching hasty conclusions. iii) Example: “Larisa, you mentioned . . . I’m not sure everyone understands your point. Could you explain it in more detail?” g) Listening. i) Communicates nonverbally that one is listening through eye contact, nods of the head, and body posture. ii) Hears the entire message including feelings. iii) Examples: eye contact, nod of the head, body posture. h) Reflecting feelings. i) Communicates back to the speaker the feeling part of the message that has been heard. ii) The listener practices empathy. iii) Reflecting feelings refers to communicating back to the speaker the feeling part of the message that has been heard. iv) Example: “Shannon, am I correct in assuming you have a problem with what Murphy has just reported?” i) Providing support, coaching, and counseling. i) Gives assistance to the group or an individual on behaviors that can improve group functioning. ii) Encourages group members to talk and express their ideas. iii) Complements the group for a particularly productive meeting. j) Modeling. i) Refers to learning to give process observations by observing someone else making process observations. ii) Members are encouraged to take over the role of providing process interventions. k) Setting the agenda. i) Sets aside time when process issues will be discussed apart from content issues. ii) This may include issues such as how well members communicate with each other. l) Feeding back observations. i) Provides feedback to members on the group process. ii) Limited to the extent that the group is able to accept the feedback. m) Structural suggestions. i) Provides suggestions pertaining to group membership, communication patterns, allocation of work, and lines of authority. ii) The manager avoids stepping in and taking over. 6) Results of process interventions. (pg. 205) a) Little empirical evidence on success of process interventions. b) Some findings suggest positive effects on participants. c) Despite lack of empirical evidence, process interventions are relied upon by OD practitioners and are increasingly being used by line managers in daily operations. OD Applications Leaders Shape the Culture at Disney (pg. 203) SUMMARY The philosophy of managing the Disney theme parks is that the actions of leaders inspires and motivates everyone with whom they come in contact. MAJOR POINTS • Disney has one of the world’s most deeply rooted corporate cultures. • The leadership and management methods of theme parks have been used since the first theme park, Disneyland, opened in the mid-1950s. • Leaders are inclusive and share information with other employees. • They spend a majority of their time working frontline shifts in operating areas. • Disney calls this “walking the front.” • In areas where it has implemented leadership improvement, the guest return rate has risen by more than 10 percent and cast member turnover rates have dropped. • The Disney methods are shared with other organizations at the Disney Institute. • Topics at the institute include leadership excellence, loyalty, quality service, and creativity. • The leadership methods at Disney have helped to shape the culture. QUESTIONS 1. Research the programs at the Disney Institute. See its web site at www.disneyinstitute.com/ for additional information Answer: The Disney Institute offers professional development programs focusing on leadership, employee engagement, and customer service. These programs are designed to share Disney’s renowned practices in creating exceptional guest experiences and fostering a strong organizational culture. They include workshops, online courses, and customized training solutions for businesses seeking to enhance their service and operational excellence. 2. Compare Disney’s practice where leaders “walk the front” with other companies where their employees directly meet the customer (examples: other amusement parks, retail stores, and restaurants). Answer: Disney’s practice of leaders "walking the front" involves executives actively engaging with front-line employees and guests, fostering a strong connection to operational realities and customer experiences. This contrasts with other companies where leadership may be more removed from daily customer interactions. In contrast, companies like Starbucks and Nordstrom emphasize direct employee-customer engagement but might not have the same level of executive visibility on the front lines. Disney’s approach enhances leadership understanding and reinforces service standards more visibly. Review Questions 1. Explain how process interventions can be used in an OD program. Answer: Process interventions can help a group look at how it is solving its problems and making decisions. The objective is for the group to become more effective. The OD practitioner can use process interventions such as feeding back observations, coaching, clarifying, summarizing, synthesizing, probing, questioning, listening, reflecting feelings, providing support, counseling, modeling appropriate behavior, setting the agenda, and making structural suggestions 2. What is the difference between group task functions and group maintenance functions? Answer: Members of existing groups take on roles that can be categorized as group task functions and group maintenance functions. Group task functions include member behaviors that directly help the group solve its task. These behaviors include initiating and suggesting what is the goal of the group, how the group can proceed to accomplish its goal, seeking opinions and information, giving opinions and information, asking questions of clarification, summarizing, and testing for group consensus. Group maintenance functions include behaviors that help the group grow and improve its members’ interpersonal relationships. Maintenance functions also include harmonizing, compromising, and encouraging behaviors. 3. Identify and explain the communication processes that a manager can use in a work group. Answer: The communication process largely follows process interventions. The manager can make statements that clarify what a person has said and summarize the group’s position. When the team needs to explore additional ideas, the manager may seek more information and ask questions. At times it may help to pull several ideas together. The manager can reflect back what a speaker has said from both a content and feeling point of view. The manager can practice empathy by trying to see the world from the speaker’s point of view. The manager can often communicate best by encouraging others to talk and express their ideas. Listening is one of the more important communication processes. Listening is an active process that includes making eye contact and nodding of the head. Listening also involves hearing the entire message including the feelings of the speaker, which are communicated nonverbally (tone of voice, facial expressions, and body posture.) KEY WORDS AND CONCEPTS Define and be able to use the following words and concepts: Agenda setting interventions - a type of process intervention that sets aside time when process issues will be specifically discussed apart from content issues. Agenda-setting interventions do not include determining the task items to be discussed. (pg. 205) Empathy - a process intervention where the listener tries to see the world from the speaker’s point of view. (pg. 204) Group building and maintenance functions - include behaviors that help the group grow and improve its members’ interpersonal relationships. (pg. 201) Group consensus - a decision made by a group that all members can support. Decision making by consensus is the ideal technique though it is the most difficult to obtain. (pg. 202) Group content - the task or what a group does. (pg. 200) Group process - how the group goes about accomplishing its task. (pg. 200) Group task functions - functions include member behaviors that directly help the group solve its task. (pg. 201) Individual functions - behaviors of group members that satisfy individual needs and are inconsequential to the group’s task and maintenance. (pg. 202) Member roles - functions that individual members play in a group. The roles can be broadly categorized as group task, group maintenance, and individual. (pg. 200) Norms - the organized and shared ideas regarding what group members should do and feel. (pg. 202) Process interventions - those specific practitioner interventions whose concern is how the group is going about accomplishing its task. Types of interventions include summarizing, synthesizing, questioning, listening, reflecting feelings, coaching, modeling, setting the agenda, feeding back observations and structural suggestions. (pg. 199) ADDITIONAL RESOURCES Readings: Schein, Edgar, Organizational Culture and Leadership (San Francisco: Jossey-Bass, 2004.) Schein, Edgar, Process Consultation: Its Role in Organization Development, Volume I, 2nd ed. (Reading, Mass.: Addison-Wesley, 1988). Schein, Edgar, Process Consultation: Lessons for Managers and Consultants, Volume II (Reading, Mass.: Addison-Wesley, 1987). Schein, Edgar, Process Consultation Revisited, Building the Helping Relationship, (Reading, Mass.: Addison-Wesley Publishing Co., Inc., 1999). Thompson, Leigh L., Making the Team, A Guide for Managers, (Upper Saddle River, NJ: Pearson/Prentice Hall, 2008.) Part Two, Internal Dynamics is particularly germane. SIMULATION PROCEDURES Simulation 8.1 (pg. 207) Apex Oil Spill 1. Student premeeting preparation: a. Students form into groups of seven with members each selecting one role. Depending on class size, any additional members will serve as observers. b. All students read the APEX OIL SPILL BACKGROUND INFORMATION and only their respective role descriptions. The observer is to study carefully the Observer Forms. 2. Discussion points: a. It is tempting for the practitioner to get involved in the content of the APEX meeting instead of focusing on the processes involved during the meeting. b. Were committee members willing and receptive to the process interventions of the practitioner? c. It is sometimes difficult for students to understand the difference between content and process. If the class had difficulty focusing on process interventions, perhaps you could work with one team as an OD practitioner demonstrating process interventions with the remainder of the class observing 3. Total time suggested: 70 minutes You will need to adjust these times to fit your specific schedule and class plans. Minutes Step 2 40 Step 3 15 Step 4 15 Total 70 Notes Simulation 8.2 (pg. 213) Trust Building 1. Student premeeting preparation: a. This simulation is dependent upon Simulation 8.1 or some other similar team exercise having been completed. 2. Discussion points: a. Emphasize that the purpose of the feedback is to enable participants to improve when working in groups. Feedback intended to make the receiver feel good may not always be helpful to that person in the end. On the other hand, the feedback should not be overwhelming and perceived as an attack. b. Other’s perceptions of an individual may not be correct. Perceptions of an individual may influence others behavior toward the individual that may in turn influence that individual’s future behavior (self-feeding cycle). c. Initial perceptions can be very difficult to change. 3. Total time suggested: 25 to 35 minutes You will need to adjust these times to fit your specific schedule and class plans. Minutes Step 1 (may be completed out of class) 0 to 5 Step 2 (may be completed out of class) 0 to 5 Steps 3 and 4 10 Step 5 15 Total 25 to 35 Notes Simulation 8.3 (pg. 217) Process Interventions 1. Student premeeting preparation: a. Each person should come to class with a class or work problem that can be shared with two other students. 2. Suggestions: a. It is sometimes difficult for students to get involved in this simulation. There seems to be reluctance among some to share meaningful and real problems and a contrived problem is usually not very effective. A few words from you encouraging the students to share meaningful problems can facilitate the success of the simulation. b. It is sometimes helpful for students to form into groups with people whom they are not very familiar. This may reduce some of the threat in sharing problems. c. Be sure that all groups have at least three members. Should class numbers require a group of four, assign two persons to be observers at a time. 3. Discussion points: a. Were problems or symptoms of problems dealt with? b. What techniques or words from the practitioner seemed to be effective? c. Did practitioners practice process skills? 4. Total time suggested: 60 minutes You will need to adjust these times to fit your specific schedule and class plans. Minutes Steps 1 and 2 45 Step 3 15 Total 60 Notes CASE TEACHING NOTES The OD Letters (p. 217) I. Problems A. Macro 1. Lack of clear objectives. 2. Little evidence of top management support. 3. XRS Laser does not seem interested in more than a weekend low-involvement training program. B. Micro 1. If Ryan accepts the assignment, what training programs should he implement? II. Causes 1. John Everet does not set an example of commitment to the employees. 2. There is little evidence that top management is interested in an OD program. If there are management problems, they are not aware of them or are not interested in solving them. III. Systems affected 1. Structural - John Everet’s attitudes and behaviors permeates through the levels of the organization. 2. Psychosocial - personal commitment to change is not in evidence. 3. Technical - none apparent. 4. Managerial - managers key off John Everet as shown by decreasing attendance at the training sessions. 5. Goals - no indication that change goals have been set. IV. Alternatives 1. Ryan rejects training offer. 2. Ryan accepts training offer but is prepared for this to be a low-level, one-time relationship. 3. Ryan meets with John Everet before going on the trip to determine what the goals and motivation of John are. Mutual expectations are explored and defined. 4. Ryan accepts training offer. In the training sessions Ryan confronts behaviors through process observation skills. This may at times be confrontational but Ryan’s demeanor is calm. V. Recommendations Combinations of alternatives 3 and 4. STUDENT PREPARATIONS FOR THE NEXT CHAPTER 1. Read Chapter 9. 2. Prepare for OD Skills Simulation 9.1. Prior to class, form teams of six or more and assign roles before class. Complete Step 1. 3. Complete Steps 1 and 2 of OD Skills Simulation 9.3. 4. Read and analyze Case: The Sundale Club. Instructor Manual for An Experiential Approach to Organization Development Donald R. Brown 9780136106890
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