Organizational Development & Change

Organizational Development & Change • Agenda: • Class Assignment • Creating Teams • Who is the OD Consultant and what does he/she do? • Entering and Contracting • Literature • Approaches • Berg Case Cummings & Worley, 9e (c) 2008 South-Western Cengage Learning

Team Composition • How should we compose the project teams? • Come up with a process for comprising 3-4 people teams for this team. • Constraints: 1. No more than 1 person you know well 2. Must be diverse (men and women; different years; SBOS and other schools, etc).

Organization Development and Change The Organization Development Practitioner

The Organization Development Practitioner • Internal and External Consultants • Professionals from other disciplines who apply OD practices (e.g., TQM managers, IT/IS managers, compensation and benefits managers) • Managers and Administrators who apply OD from their line or staff positions Cummings & Worley, 9e (c) 2008 South-Western Cengage Learning

Competencies of an OD Practitioner • Intrapersonal skills • Self-awareness • Interpersonal skills • Ability to work with others and groups • General consultation skills • Ability to manage consulting process • Organization development theory • Knowledge of change processes Cummings & Worley, 9e (c) 2008 South-Western Cengage Learning

Role Demands on OD Practitioners • Position • Internal vs. External • Marginality • Ability to straddle boundaries • Emotional Demands • Emotional Intelligence • Use of Knowledge and Experience Cummings & Worley, 9e (c) 2008 South-Western Cengage Learning

Client vs. Consultant Knowledge Use of Consultant’s Knowledge and Experience Plans Implementation Recommends/prescribes Proposes criteria Feeds back data Probes and gathers data Clarifies and interprets Listens and reflects Refuses to become involved Use of Client’s Knowledge and Experience Cummings & Worley, 9e (c) 2008 South-Western Cengage Learning

Consultant (Schein,1990) • What was an assumption that Schein made about the team that he was helping at the onset of his article? • How did this help or hinder the process of helping?

Consultant (Schein, 1990) • Three Models of Helping • Provide expert information • Playing Doctor • Process Consultation • What are the strengths and weakness of each?

Three Models of Helping

Integrating the 3 Approaches • Problem Definition – Process Consultation • Data Collection – Consultant as Doctor • Maintaining Rapport - Process Consultation • Providing Insight – Process Consultation/Doctor/Expert • E.g., Have you thought about option A or B?

Ethics • Professional Guidelines • Find out what resources you can use in your analysis: What information can you use? What information is off limits? • Confidentiality: What information should remain confidential and what should not? • Informed Consent: Participation should be voluntary and should not have adverse consequences.

Professional Ethics • Ethical Dilemmas • Misrepresentation • Misuse of Data • Coercion • Value and Goal Conflicts • Technical Ineptness

A Model of Ethical Dilemmas Antecedents ProcessConsequences Role of the Change Agent Role Episode Ethical Dilemmas • Misrepresentation • Misuse of data • Coercion • Value and goal • conflict • Technical • ineptness • Role conflict • Role ambiguity Values Goals Needs Abilities Role of the Client System Cummings & Worley, 9e (c) 2008 South-Western Cengage Learning

The Entering Process • Determining the Relevant Client • Working power and authority • Multiple clients -- multiple contracts • Clarifying the Organizational Issue • Presenting Problem • Symptoms • Selecting a Consultant – Expertise and experience Cummings & Worley, 9e (c) 2008 South-Western/Cengage Learning

Determine the relevant client Those who will impact the change Those who will resist the change Who is needed to be a part of the change This may not be the people you think that it will be at the onset of the project… Cummings & Worley, 9e (c) 2008 South-Western Cengage Learning

Who is the client? 1) Who is paying for the services? 2) What roles do the contracting parties play in the organization? 3) What formal and informal authority do the contracting parties hold? 4) How are the contracting parties related to the recipients of the intervention? 5) What procedures will be used to ensure that informed consent is established with all those who will receive direct intervention? 6) What consequences do exist or may come to exist for parties who decline participation? 7) What limits may exist to confidentiality of information produced by the consultation process? 8) What classes of people may be directly or indirectly affected by the intervention who will not be participating in the consultation process? 9) Will the roles and/or structures of the organization create the perception of coercion for any class of participants and, of course, how do we confront the perceived coercion? 10) What kinds of information are required to meet the terms of the contract and who will be expected to provide the information? 11) What roles will the consultant(s) play in managing information resulting from the consultation intervention? Cummings & Worley, 9e (c) 2008 South-Western Cengage Learning

Clarifying the Organizational Issue Interpersonal Issues: • Client Issues • Exposed and Vulnerable • Inadequate • Fear of losing control • OD Practitioner Issues • Empathy • Worthiness and Competency • Dependency • Over identification Cummings & Worley, 9e (c) 2008 South-Western Cengage Learning

Remember – Both client and the consultant… Bring experience to the table Form first impressions Make decisions based on initial impressions and little concrete information Don’t have access to key information that is often “hidden” to the other Cummings & Worley, 9e (c) 2008 South-Western Cengage Learning

AMW Case • What contributed to problems that Berg faced at Entry? • What did he bring to the table? • What were early signs of problems? • Think about each visit to AMW. What went wrong and why?

Discussion • How could Berg have done to avoid the problems encountered in this case? • What would you do differently to avoid the problems that Berg encountered as you set up your own projects? • How should Berg have approached them? • Who should he have spoken with? • How could he have enhance buy-in? • How could a contract have been established?

Clarify the Problem or Opportunity • Think about the broader picture • Why change? • Why this particular kind of change? • What happens if change doesn’t happen? • Where is the commitment to this change coming from? Cummings & Worley, 9e (c) 2008 South-Western Cengage Learning

Elements of an Effective Proposal

Develop a contract • Establishes phases of the project • Can be very formal or informal • Establishes the expectations for the client • Ground rules, confidentiality, deliverable deadlines, who the team will have access to • May be verbal or written, but must be mutually agreed upon.

Elements of an Effective Contract • Mutual expectations are clear • Outcomes and deliverables • Publishing cases and results • Involvement of stakeholders • Time and Resources • Access to client, managers, members • Access to information • Ground Rules • Confidentiality

Outline of a contract • Statement of the Problem • Expected Process of the Diagnosis • Expected Outcome from the Diagnosis • Roles, Expectations, Resources, Ethics • Time-line/Gant Chart

Next Week • Reading: • Cummings & Worley Chapters 5, 6 & 7 • Harrington, Michael. (2005). Diagnosis: Approaches and Methods. In Harrington, Michael Diagnosing Organizations: Methods, Models & Processes. Thousand Oaks: Sage Publications. • TEAM Case: Slade Plating • If you were brought in as a consultant, what would you want to do to make an accurate diagnosis? • With the limited information available to you, what is your diagnosis? Why? • What recommendations would you make to help this organization?

Organizational Development & Change