Final quiz Flashcards
(116 cards)
1
Q
Kotter’s Eight Steps for Organization Change
A
- Establishing a sense of urgency
- Build Coalitions
- Developing a vision and strategy
- Communicating the change vision
- Empowering employees for broad-based action
- Generating short-term wins
- Consolidating gains and producing more change (Don’t let up)
- Anchoring new approaches in the culture (Let it stick)
2
Q
what is learned in handling organizational change
A
Organization Change: Theory and Practice
3
Q
Eccho Yu
Rasshmi
Sotos
A
works primarily in the areas of
people analytics and survey research.HR
researcher at Microsoft
is a Senior Consultant at Daggerwing Group
Sotos
is a Senior Consultant in Deloitte’s Human
Capital,
4
Q
Groups vs. Teams
A
Groups
• Members are assigned tasks/ work independently
• Individual outcomes/goals
• Interact to share information/resources
Teams • Work interdependently • Have common goals/tasks that they identify and pursue collectively • Interact to engage in work together
5
Q
Types of Groups
A
Organizational Groups:
Groups whose members share common positions or
participate in similar work experiences
Identity Groups:
Groups whose members share some common biological
and/or socio-demographic characteristics and are subjected to similar social forces and historical experiences (e.g., race, class, gender, sexuality,
religion, ethnicity, etc.)
6
Q
Forces in Groups
A
●Acceptable, legitimate, or proper behaviors, feelings, issues (e.g. being nice, logical thinking, the need for loyalty) ●What is explicit ●The task or stated purpose of the group ●Conscious intentions
●Unacceptable, illegitimate, or questionable behaviors, feelings ( sadness or crying, competition for power, feelings of isolation/tokenism)
●What is implicit
●What is being thought and felt but not stated
●Unconscious and irrational intentions
7
Q
Group-as-a-Whole
A
● Groups are open, living, social systems
● Individual group members make up the system and simultaneously interact with it, but the focus is not on the individual; no one person is responsible for the dynamics of a particular system
● Groups have their own distinct
identity, separate from the mere
compilation of individual group
members
● Groups are affected by forces
“above” them in Wells’ Levels and affect
the levels “below” them
8
Q
Group Life Provokes Anxiety
A
Estrangement vs. Engulfment
•I need you, yet I want my own independence.
Do I want to be attached to you at the hip, or do
I want to be on my own
Forces outside the individual and group as a whole can also “push” on the group, generating anxiety
Anxiety leads to engaging
in defense mechanisms at the group level
9
Q
Splitting
A
The process of group members
unconsciously dividing the world into all good and
all bad
Restaurant is shit, food was great.
10
Q
Projective identification
A
The process of:
○ Group members unconsciously disowning unwanted or ambivalently - held parts of themselves
○ Projecting those parts into others (who have a
valence to express those particular feelings)
Inducing: the expression of the unwanted
feeling
“Identifying” the unwanted feeling when someone else expresses it The group member expressing the feeling is doing so on behalf of the group Can be productive, in terms of necessary role differentiation in groups; is not always negative
11
Q
Valence
A
● A predisposition based on one’s background, personality, social identities, etc., to naturally occupy a
similar informal role repeatedly in groups
● Valence dictates which projections will “stick” to group members like velcro, and which will “slide off” like teflon
12
Q
Role Suction & Role Lock
A
● Role Suction: When the group unconsciously pulls a member into a particular needed role, e.g., ○The leader ○The note-taker ○The savior
● Role Lock: When a member is
unconsciously placed into a role in a group
and cannot get out of it
13
Q
Collusion
A
● Collusion is “buying into” the dynamic. The group colludes in projective identification
○ The “receptacle” (e.g., the person receiving certain
projections that are unwanted by other group members)
colludes in projective identification
14
Q
Scapegoating
A
An extreme form of projective identification; occurs when a group member is locked into a toxic role
15
Q
Splitting & Projective Identification
Summary
A
●Splitting and Projective identification are defense mechanisms
●DISTORTIONS that serve to protect the group from experiencing anxiety about their own, internal dynamics and individual strengths and weaknesses
● Splitting can lead to ineffective inter-group collaboration. Splitting within a group degrades the ability of a group to accomplish a task.
● Excessive projective identification leads to ineffective group processes
●The full competencies and abilities of group members are not accessible
16
Q
BART
A
- Boundary - observable and subjective measure used to distinguish members of a group from outsiders.
- Authority – the right to perform work, utilize resources and make decisions; the right to make decisions which are binding on others.
- Role – the duties, tasks, responsibilities, and expectations associated with a particular position (formal); one’s position or function in the group based on personal characteristics and group dynamics which may support or hinder the task (informal).
- Task – the primary task is the formal or official operationalization of the broad aims of the organization; the meaning or interpretation people put on their roles and activities.
17
Q
Boundaries examples (BART)
A
Physical (Observable) Boundaries
○ Spatial (Space) – Borders and Perimeters
○ Temporal (Time) - Deadlines
Psychological (Subjective) Boundaries
○ Group’s understanding of who belongs and who does not ○ How do we know a group when we see it?
Boundary Characteristics
○ Permeable vs. Impenetrable
18
Q
Boundaries limitations
A
Can cause conflict (turf wars)
limited (based on the boundary)
if boundaries are not clear, the boundary is ineffective
19
Q
Authority example (BART)
A
Authority from above:
• Formal authority (delegated)
• E.g. Sheriff’s Deputy
Authority from below
• Informal and/or formal authority given by
subordinates of colleague
• E.g. Team leader, supervisor
Authority from within
• One’s individual capacity to take up his or her own authority (formal, informal, personal) based on his or her personality, personal history, and “authority figures in the mind.”
20
Q
Role examples (BART)
A
- The duties, tasks, responsibilities, and expectations associated with a particular position;
- Informal vs formal (things you can say in job description vs not) example: secretary vs coffee maker
- The behaviors of individual members in response to the duties, tasks, responsibilities, and expectations associated with a particular position (“taking up a role”)
- Clarifying roles is especially important when you interact with the same person in different capacities
21
Q
Roles in groups
A
Task Roles • Initiator / contributor • Information seeker • Opinion seeker • Elaborator • Coordinator • Evaluator / critic • Recorder
Socio-Emotional Roles • Encourager • Harmonizer • Compromiser • Gatekeeper and expediter • Standard setter • Group observer/commentat or • Follower
Problematic Roles • Aggressor • Dominator • Blocker • Recognition-seeker • Monopolizer • Advice-giver • Socializer • Intellectualizer • Acting superior...
22
Q
Social identity and role
A
● Social identities: Encompass racial-cultural characteristics (i.e., skin color, hair color/texture, ethnicity, language, gender, sexual orientation, age, ability/disability, etc.)
● Group membership is intricately connected to role and an individual’s affiliation with multiple social identity groups is related to types of roles that they will take up in service of the group’s task
23
Q
Task (BART)
A
Primary Task: the formal or official task, the operationalization of the broad aims of the organization, usually defined by the chief stakeholders (overt).
Survival Task: what a group, organization or system must do to survive (often covert).
24
Q
Uses of BART
A
- Personal interactions (e.g. family, friends)
- School/work groups
- Understanding others
- Understanding organizations!
25
Leadership
Leadership is a process whereby an individual influences a group of individuals to achieve a common goal.
* Leadership is a process
* Leadership involves influence
* Leadership occurs in groups
* Leadership involves common goals
26
Manager Vs. Leader
Management: Produces Order & Consistency
• Planning & Budgeting
• Organizing & Staffing
• Controlling & Problem Solving
Leadership: Produces Change & Movement
• Establishing Direction
• Motivating & Inspiring
• Aligning People
27
Manager example
Planning & Budgeting
• Establish agendas
• Set timetables
• Allocate resources
* Provide structure
* Make job placements
* Establish rules and procedures
Controlling & Problem Solving
• Develop incentives
• Generate creative solutions
• Take corrective action
28
Leader example
Establishing Direction
• Create a vision
• Clarify big picture
• Set strategies
Aligning People
• Communicate goals
• Seek commitment
• Build teams and coalitions
Motivating & Inspiring
• Inspire and energize
• Empower subordinates
• Satisfy unmet needs
29
3 Approaches to Leadership Theory:
Trait-based approach: What do leaders look like?
Behavioral-based approach: What do leaders do?
Contingency approach:
When do leaders do what they do?
30
Examples of Trait approaches
Great man theory (STD's)
name 5 traits
IMPLICIT THEORY OF LEADERSHIP
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IMPLICIT THEORY OF LEADERSHIP
* Perceptions of what makes a leader great occur at the individual-level and are subjective
* Perceptions of effectiveness are based on confirmation of expectations
32
WHAT WE REALLY KNOW ABOUT LEADER TRAITS
* Are a little MORE INTELLIGENT than their followers, but not too much
* Have an above average NEED FOR POWER
* Have about average ENERGY
'• Are a bit more SOCIAL than the average person
33
Limitations of trait approach
* No universal traits found that predict leadership in all situations
* Traits predict behavior better in “weak” than “strong” situations
* Unclear evidence of the cause and effect of relationship of leadership and traits
34
Behavioral approach
Theories proposing that specific behaviors differentiate from leaders from non leaders
Focus: Determine what effective leaders do
Where Trait Approach believes Leaders are born, not made, Behavioral Approach believes Leadership behaviors can be learned
35
2 dimensions of Leader Behavior
Initiating Structure (Task)
○ “How the leader gets work accomplished”
○ Addresses the means by which leaders provide direction or structure to get workers
to accomplish tasks (leader effectiveness)
Consideration (Relationship)
○ “How the leader interacts on a personal level with workers”
○ The extent to which a leader is likely to have job relationships characterized by mutual trust, respect for subordinate’s ideas, and regard for their feelings (satisfaction with leaders)
36
Key Leader Behavioral Competencies
Importance of making decisions
•The best leaders are those who deal well with complexity and create options for their employees (participative leadership)
Importance of influencing and motivating
• The best leaders have a dream or vision and the energy and desire to make a difference
Importance of maintaining effective relationships
• The best leaders have a genuine interest in and curiosity of people and display integrity, openness and honesty
37
contingency approach
● The contingency approach is based on the assumption that the relationship
between traits and behaviors and effectiveness is the situation
● The task of the leader then is to “read” the situation and determine what
behaviors are most appropriate
● Matching the leader’s style to the situation
38
Example of contingency approach
Giuliani and 9/11
39
Example of correct leadership styles
Directive
- When employees have high role ambiguity
- When employees have low abilities
- When employees have external locus of control
Supportive
- When tasks are boring and repetitive
- When tasks are stressful
Participative
- When employees have high abilities
- When the decision is relevant to the employees
- When employees have high internal locus of control
Achievement- Oriented
- When employees have high abilities
- When employees have high achievement motivation
40
Transformational vs Transactional leadership
Transformational Leadership
• Motivate and transform employees to pursue goals over self- interests
• Charismatic leaders, inspire change with long-range vision
• Appeal to followers’ emotions
Transactional Leadership
• Focus on interpersonal interactions between managers and employees
• Monitor daily performance and take corrective action
• Depend on contingent rewards to motivate
41
Use these theories to describe a good boss.
* Trait-behavioral approach
* Behavioral-based approach
* Contingency approach
.........left intentionally blank
42
secondary leadership and examples
Second-in-Command: clear, subordinate relationship with the leader
Sidekick: Assistants who usually accompany the leader performing an important function without an institutional role
Partners
Groups: Carrying out the work of the leader with loyalty and commitment
43
Performance Management
Systematic process to ensure that employee contributions are congruent with the organization strategy and goals
44
Three key aspects when considering performance management
Define performance
Measure performance
Feedback performance
45
Performance Appraisal
&
Performance Feedback/Review
Performance Appraisal
- The process through which an organization gets information on how well an employee is doing his/her job
Performance Feedback/Review
- The process of providing employees with information regarding their performance effectiveness
46
Effectiveness vs. Performance
Effectiveness >>> Output/Results (efficiency)
Performance >>> Observable behaviors (under employee’s control)
Performance are on the job actions an individual takes that are relevant to the organization’s goals.
47
Why do we use performance management
1. Strategy
• Maximize performance to achieve organizational goals
• Are we hitting our targets?
2. Administrative
• Placement • Wages & Salary
• Promotion • Termination
3. Organizational Maintenance
• Succession planning
• Workforce planning
4. Training & Development
• Identify strengths and weaknesses
• Develop the weaknesses
5. Research & Development (R&D)
• Assessment of the criterion an organization is using for performance metrics
• Critical for documentation and legal protection.
48
Criterion contamination vs Criterion deficiency
* Criterion contamination exists whenever nonperformance factors influence the job performance scores assigned to individual.
* Criterion deficiency implies that the measures used to assess job performance fail to assess one or more aspects of the criterion (performance) domain.
49
PERFORMANCE APPRAISAL PROCESSES
i.e what are the requirements for it?
1. Be standardized for all employees.
2. Be performed by trained raters.
3. Be documented.
4. Provide notice of performance difficulties and opportunities to correct them.
50
SOURCES OF PERFORMANCE APPRAISAL INFORMATION
1.Objective data (quantifiable outcomes)
2.Personnel data (data that HR retains)
• Absenteeism • Accidents • Turnover • Accidents
3.Judgmental data (subjective evaluations)
• Self-evaluation
• Peer-evaluation •Supervisor evaluation > 360 Feedback
51
SOURCES OF PERFORMANCE APPRAISAL INFORMATION
Objective Data: Quantifiable Outcomes • Number of new clients
• Number of complaints
• Revenue $$
52
What might be a downside of quantifiable data for performance purposes?
blank
53
COMPARATIVE APPROACH
• Requires the rater to compare an individual’s (or the ratee’s) performance with that of other employees
There are two variations
• Ranking
• Forced Distribution
54
Ranking
Rank employees in a department/function from high to low
55
Forced Distribution:
Distribute % among predetermined categories (e.g. unacceptable, poor, average, satisfactory, excellent)
56
Pros and Cons of comparative approach
Pros
• Differentiates employees
• Eliminates leniency, central tendency, and strictness rating errors
Cons
• Reliability and validity are questionable
• No specificity around developmental areas
• Cultivates an individual performance mentality
57
ATTRIBUTE APPROACH
* Most commonly used today in organizations
* Come in all shapes and sizes
* Rates individuals based on their personal attributes as they relate to the job (hopefully!)
58
ATTRIBUTE APPROACH EXAMPLE
Graphic rating scale: evaluate one employee at a time against several performance dimensions
59
Pros and cons of attribute approach
```
Pros
• Easy!
• to create
• to administer
• to analyze
• to compare employees
```
Cons
• Little alignment with company strategy
* Performance standards can be ill- defined or open to different interpretations on behalf of employees and management alike
* Low reliability and validity
60
Behavioral approach
• Attempts to define the behaviors needed to be successful in a job
• Great method for assessing actual performance, as opposed to
effectiveness
• Many different types of of behavioral approach methods
61
Example of Behavioral approach
Behavioral Anchored Rating Scales:
Employees are rated on various performance dimensions derived from critical incidents which are behaviors that result in “good or “poor” performance
62
CREATING BARS (BEHAVIORALLY- ANCHORED RATING SCALES)
1. Supervisor creates a list of critical incidents.
2. Supervisor places critical incidents into categories (or dimensions).
3. SME’s (subject matter experts) are given the dimensions and a list of “scrambled” critical incidents to assign.
4. Critical incidents assigned by 50-80% of the SME’s accurately are kept, the others are dropped.
5. SME’s rate critical incidents on how effectively they represent performance in that dimension.
6. Critical incidents are ordered by rating representing different levels of performance.
63
Pros and cons of Behavioral approach
Pros
• Actually measures behaviors
• Creates precision in identifying behaviors, which can increase reliability
Cons
• Can utilize a lot of time and resources
• Subject to recall bias
64
RATING ERRORS
• Recall Bias >> occurs when judgments are based on recent events
• Similar to Me >> occurs when you judge those who are similar to you
higher than those who are dissimilar to you
• Contrast >> occurs when you compare individuals against one another instead of using an objective standard
65
RATING ERRORS EFFECTS
Distributional >> occurs when you use one part of the scale
• Leniency: assigning only high scores
• Strictness: assigning only low scores
• Central Tendency: assigning only average scores
Halo/Horn Effect >> failure to distinguish among different aspects of performance
• Halo: one positive performance aspect causes the rater to rate all other aspects positively
• Horn: one negative performance aspect causes the rater to rate all aspects negatively
66
TIPS FOR EFFECTIVE PERFORMANCE MANAGEMENT
1. More objective than subjective
2. Job related, based on the job analysis
3. Based on behaviors and not traits
4. Based on many dimensions of behaviors
5. Within the control of the ratee
67
performance management, WHEN DONE CORRECTLY...
1. Enhance the quality of decisions on things like pay and promotions
2. Maximize contributions from employees
3. Enhance individuals’ career decisions and personal development
4. Positively affect employees’ view of the organization, leading to greater commitment and attachment
5. Protect the organization in providing a legally defensible rationale for personnel decisions
68
CRISIS IN PERFORMANCE MANAGEMENT
Dissatisfaction with the process
• Managers don’t like doing it; employees don’t like receiving it
Happens too infrequently
• Lack of real-time feedback
• Not tied to how you actually did. Lack of connection between performance management and work outcomes
Time-consuming
• Costly
• For a 10,000 person organization, costs $35 million/year
69
Performance Appraisals should:
* Be standardized for all employees within a job category
* Be formally communicated
* Provide feedback about performance (good and bad)
* Ensure access to performance appraisal results
* Use multiple data points (methods and raters) • Train the raters!
* Require documentation from raters
70
A leader should possess the following before being chosen:
1. Cognitive ability/intelligence
2. Technical ability
3. Motivation to lead
71
Implicit Leadership Theory
- Perceptions of what makes a leader great occur at the individual- level and are subjective
- Perceptions of effectiveness are based on confirmation of expectations
72
What might be a problem with the subjective nature of how we perceive leaders?
Race, gender, cultural factors maybe
73
What are the Qualities That We Associate With Leaders?
```
Qualities of a Leader
• Agentic
• Dominant
• Aggressive
• Competent
• Self-confident
```
Role Incongruity Theory
• Role mismatch
• Think leader, think male
The consequence is that females taking on executive positions can be seen as risky, or they're not seen as fit for leadership roles (due to the bias of women being soft, gentle)
74
Difference between perception of leadership behaviors in genders?
Males: Self-confident, desire responsibility, industrious, assertive, consistent, logical, firm.
Females: Curious, helpful, intuitive, creative understanding neat.
75
How might bias play a role in the following areas?
Selection, development, performance
Blank
76
What can be done to change bias in leadership roles?
* Locate the problem in the context and the system
* Reviewing how we are selecting, developing, and evaluating our leaders
* How?
77
What can be done to change bias in leadership roles, apart from looking at personality?
- Remember, personality, at most predicts only about 30 % of the variance in individuals
- So what else should we look at when selecting, developing, and evaluating leaders?
78
What can be done:
What is Learning Agility?
A combination of motivation and skill
Motivation
• Being willing to face new and perhaps ambiguous situations by taking actions that help one to stay engaged
Skill
• Discern quickly the consequences of these actions determining what to do next in order to continue the process of learning
Definition:
“The ability to come up to speed quickly in one’s understanding of a situation and move across ideas flexibly in service of learning”
79
Learning Agility and Performance
Research shows that high potential leaders tend to learn faster than others in new situations
Linked to leadership competence
80
The Challenge when looking at learning agility
■ Current measurements that ”measure” learning agility lack precision
■ Many different constructs are lumped into the measure
■ Lack validity (not actually measuring learning agility)
Goal: Develop a reliable and valid measure of Learning Agility based on behavioral components
81
Behaviors that create a more accurate measurement for learning agility
- Feedback Seeking
- Information Seeking
- Interpersonal Risk Taking
- Reflecting
- Collaboration
- Flexibility
- Personal Risk Taking
- Experimenting
- Speed
82
Learning Agility Items
- Feedback Seeking
- Information Seeking
- Flexibility
- Speed
Flexibility
• Consider many different options before taking action
• Switch between different tasks or jobs as needed
• Find common themes among opposing points of view
Speed
• Quickly develop solutions to problems
• Get up to speed quickly on new tasks or projects
• Acquire new skills and knowledge rapidly and easily
Feedback Seeking
• Ask my peers to provide me with feedback on my performance
• Seek feedback from my manager about my performance
• Discuss my potential for advancement within the organization with my manager
Information Seeking
• Seek new information on topics related to my job or field
• Read trade journals, newspaper articles, books, or other sources to stay informed
• Collect data to increase my knowledge, evaluate my progress, and inform my next steps
83
Learning Agility Items
Personal Risk Taking
• Take on new roles or assignments that are challenging
• Engage in tasks that are ambiguous in terms of how to succeed
• Volunteer for assignments or projects that involve the possibility of failure
Interpersonal Risk Taking
• Bring up problems and tough issues with others
• Discuss my mistakes with others
• Challenge others’ ideas and opinions even when they are shared by many people
Collaboration
• Look for ways to leverage the unique skills, knowledge, and talents of others
• Work with colleagues from different backgrounds or job functions to share perspectives
• Collaborate with people in other parts of the organization
Experimenting
• Evaluate new techniques or different ways of solving problems
• Experiment with unproven ideas by testing them out
• Jump into action and learn by trial and error
Reflecting
• Stop to reflect on work processes and projects
• Take time to reflect on how to be more effective
• Critically evaluate work-related events with others in order to understand what happened
84
Which demographic variables predict learning agility behaviors in the study explained in class?
```
Gender
Work Experience in years
Number of industries worked in
Education
Current job level
```
85
Main Findings in variables that predict learning agility behaviors
Gender
•Women more likely to engage in Speed behaviors
Education
•Those with a college degree or higher were more likely to collaborate, seek information, and reflect
Number of industries worked in
•The more industries you've worked in, the more likely you are to engage in behaviors that bring you up to speed
Current job level
•Significantly predicted all 9 dimensions
86
What is Organizational Climate?
* A psychological state strongly affected by organizational conditions, such as systems, structure, and managerial behavior
* Cultural artifact resulting from espoused values and shared tacit assumptions
87
What is Organizational Climate? (visible vs. invisible)
```
Visible
• Surface manifestation of culture
• Tip of the iceberg
• Easier to sense when you walk
into an organization
```
```
Invisible and Immersed
• Company mission
• Benefits
• Management practices
• Perception of teamwork
• Physical layout of the office
• Attitudes of employees
(engagement surveys)
```
88
Six Dimensions of Climate
Flexibility
•How resilient, adaptable and open are members to change?
Standards
•How challenging is the work of the group--do members “raise the bar” on performance?
Clarity
•How clear are people about the goals of the team and how much do they understand one another’s roles?
Participation
•How engaged are people on the team? Do all participate in discussions or are meetings dominated by a few?
Recognition
•How much do team members recognize each other’s contributions?
```
Team Commitment (Intra- group and Intergroup)
• How committed are members to the team and to helping those teams around them? Is there mutual trust ?
```
89
What is Organizational Culture?
Culture: A system of learned shared assumptions, values, beliefs, and practices that govern how an institution functions.
90
Why Culture Matters
```
Shapers of Culture
• Leadership
• Performance Measures
• People practices
• Vision, Mission, Strategy
• External Environment
```
>>>> This influences
```
Characteristics of Culture
• Norms
• Symbols
• Philosophy •Values
• Beliefs
```
>>>>>> Which impacts
* Behaviors
* Decisions of a culture.
All of this equals performance
91
How do organizational cultures develop?
Identification with Leaders
- Founder has an initial idea
- Founding group is created
- Founding group begins creating the organization
- Others are brought in according to what the founder considers necessary
- Group begins to function and develop its own history
Norm formation around critical incidents
- Something emotionally charged or anxiety producing happens
- Because everyone witnesses it & because tensions are high when the incident occurs, the immediate next set of behaviors tends to create a norm
- The norm can become a belief & then an assumption if the same pattern reoccurs
92
Examining Organization Culture (from concrete to abstract)
Level 1: Artifacts - How does the place look and feel? How do people act?
Level 2: Norms & Values - Shoulds and should nots.
Level 3: Underlying Beliefs - What makes people tick?
93
Artifacts (Onion)
Refer to any tangible element of culture, such as clothing, language, rituals, celebrations, jokes. These elements can be easily recognized by anyone who is not part of the same culture.
```
Pays attention to:
§ Physicaldesignof workspace
§ Thewaypeopledress
§ Hours/patternsofwork
schedules
§ Fringebenefits
§ Overt behavior of employees (e.g., do people challenge each other openly? Do meetings notoriously start late?)
```
94
Values are the building blocks of Culture (Onion)
Values
• Concepts or beliefs
• Pertain to desirable end states or behaviors
• Transcend situations
• Guide selection or evaluation of behavior and events
```
Examples from Organizations:
• Teamwork
• Participation
• Commitment or Loyalty
• High Performance
• Acceptance of Authority
• Diversity
• Honesty and Integrity
• Employee Satisfaction
• Recognition for Accomplishment
• EquitableRewards
```
95
Espoused Values & Enacted Values
Espoused values: The organization's stated values and rules of behavior. It is how the members represent the organization both to themselves and to others. This is often expressed in official philosophies and public statements of identity such as the mission statement
Enacted values: The values that are exhibited in practice.
96
How might have values influenced the Challenger Crash?
..........
97
Values of Spotify
Playful
Let’s be honest, we have bands playing in the office – it kind of sets the tone. We’re a playful company and a playful brand. We always have been. We never take ourselves too seriously.
Passionate
We’re proud of what we’ve achieved, and passionate about where we’re going. We like being bold. We’re not afraid of taking big bets, or getting them wrong. We all share a passion to learn and grow.
Collaborative
We’re stronger together. The better we collaborate, the more effective we are. When we’re working well across functions, we’re unstoppable.
Innovative
We’re original and creative in our thinking. To us, innovation is a default mind-set – a hard wired desire to improve things.
Sincere
The best relationships are based on mutual trust and respect. We want to be fair and transparent in everything we do. We don’t micro-manage, we trust each other to do a great job.
98
Based on their values, what might be some norms you’d expect to encounter in daily interactions at Spotify?
.......
99
Basic Assumptions (Onion)
deeply embedded, taken- for-granted behaviors which are usually unconscious, but constitute the essence of culture. These assumptions are the essence of culture, and generally are so well integrated into the dynamics of culture as to be difficult to detect by members of the culture.
100
Conducting a Culture Analysis
Identify the artifacts that characterize the organization >>>>>> Identify the organization’s espoused values>>>>>>> Compare values with artifacts>>>>> Assess the shared assumptions
101
Bringing pets to work
According to Society of Human Resource Management: 7% of employers now allow employees to bring their pets to work
102
Why is change a hot topic for organizations?
• Capital markets are now changing at a more rapid rate than organizations, thereby forcing organizations to be progressively more innovative, creative, and adaptive to survive
• Organizations who fail to move with the environmental shifts are quickly replaced by new business entries in the market.
• Accordingly, to remain competitive in the
market is to change with it
103
What is Organization Development?
- Changing social systems
- Internal/External forces
- Sudden or gradual
- Systematic application of behavioral science, knowledge, and practice at various levels
104
Who are OD Practitioners?
Content Expertise
Expertise in Self-as- Instrument
Personal Characteristics
Expert Facilitator
105
Content Expertise
| Expertise in Self-as- Instrument (ODP)
Content Expertise
• Understand social systems and how the whole and parts interact
• Ability to conceptualize and offer frameworks and models of how organizations work
• Expertise in change processes
• Knowledge of human behavior, OD tools and interventions
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Expertise in Self-as- Instrument
• Self-Awareness
• Recognize ones own feelings and intuitions quickly
• Self-Management
• Ego
• Impatience
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106
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Personal Characteristics
Expert Facilitator (ODP)
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Personal Characteristics
• Tolerance of ambiguity
• Sense of humor
• Ability to discover and mobilize human energy
• Influence Skills
• Capacity to learn in public
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Expert Facilitator
• Ability to read a group
• Listen well and with empathy
• Ability to support and nurture others
• Capacity for confronting difficult issues
• Ability to teach when necessary
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107
Examples of OD Interventions
● Climate Assessments
● Surveys
● Team Training & Development
● Workshops, Workshops, Workshops
108
Organizational Analysis (Transformational)
● Some variables more powerful than others in causing change
| ● Top boxes are transformational factors > change effect is more revolutionary than evolutionary
109
Transformational factors
| of the Burke-Litwin Model
External Environment
Leadership
Mission and strategy
Organization Culture
Individual and Organizational Performance
110
Organizational Analysis (Transactional)
● Transactional factors represent activities concerned with
daily operations.
● Change efforts tend to be more incremental, and more
related to work group climate than organizational culture.
111
Levels of Change
Individual
• Selection
• Training & Development - Coaching
Group
• Team building
• Self-directed groups
• Process Consultation
Organization
• Organizational Assessment
• Culture Review
• Culture change
112
Planning for Change: Are we ready ?
C = (ABD) > X
C = Change
A= Level of dissatisfaction with status quo
B= Clear understanding of desired state
D=Practical first steps toward desired state
X=Cost of change
113
Planning for Change: Force Field Analysis
Problem-solving tool used to identify the reasons (“forces”) that promote and prevent change
114
Changing Steps
Unfreeze
• Disconfirm
• Induce guilt/create gap
• Create safety
Change
• Cognitive Restructuring
• Identify new leaders & ideas
• Scan the environment
Refreeze
• Practice
• Feedback
• Rewards
115
Road blocks by level
Organizational
• This too shall pass • Lack of urgency
Group
• Closing Ranks • Turf Protection
Individual
• Political • Blind • Ideological
116
Clearing Roadblocks
● Be persistent
● Allow time to grieve
● Communicate what will change and what will stay the same
● Include employees as much as possible
