Welcome to Organizational

Development & Change!

 Maritza R. Salazar, Ph.D.
 Course is about how to facilitate, lead, and
manage change.
 Change can be self-initiated
 Change can be forced upon us
 Change can bring threats
 Change can lead to opportunities!

1-1
My Teaching Approach
 Establish learning objects
 Provide you with useful information
 Challenge you to facilitate your own
learning
 To have fun as we learn
 Be available to you if you need assistance

1-2
Methods to Foster Learning
 Lecture
 Exercises
 Videos
 Cases
 Guest Speakers
 Group Project

Cummings & Worley 9e, (c) 2008 South-Western/Cengage Learning 1-3

Today’s Agenda
 Part I
 Organizational Development & Change
 Course overview: The Open Systems Model
 Course mechanics

 Getting to know one another

 Strategies for case analysis

 United 173
 Part II
 Group dynamics

1-4
 Learning Objectives
Week 1
 To provide a definition of Organization
Development (OD)
 To distinguish OD and planned change from
other forms of organization change
 To describe the historical development of OD
 To provide an outline of the book

Cummings & Worley 9e, (c) 2008 South-Western/Cengage Learning 1-5

Burke’s Definition of OD

OD is a planned process of change in

an organization’s culture through the
utilization of behavioral science
technology, research, and theory.

Cummings & Worley 9e, (c) 2008 South-Western/Cengage Learning 1-6

French’s Definition of OD

OD refers to a long-range effort to

improve an organization’s problem-
solving capabilities and its ability to cope
with changes in its external environment
with the help of external or internal
behavioral-scientist consultants.

Cummings & Worley 9e, (c) 2008 South-Western/Cengage Learning 1-7

Beckhard’s Definition of OD
OD is an effort (1) planned, (2)
organization-wide, and (3) managed from
the top, to (4) increase organization
effectiveness and health through (5)
planned interventions in the
organization’s “processes,” using
behavioral science knowledge.

Cummings & Worley 9e, (c) 2008 South-Western/Cengage Learning 1-8

 Beer’s Definition of OD
OD is a system-wide process of data collection,
diagnosis, action planning, intervention, and
evaluation aimed at: (1) enhancing congruence
between organizational structure, process, strategy,
people, and culture; (2) developing new and creative
organizational solutions; and (3) developing the
organization’s self-renewing capacity. It occurs
through collaboration of organizational members
working with a change agent using behavioral science
theory, research, and technology.

Cummings & Worley 9e, (c) 2008 South-Western/Cengage Learning 1-9

Organization Development is...

a systemwide application and transfer of

behavioral science knowledge to the
planned development, improvement, and
reinforcement of the strategies,
structures, and processes that lead to
organization effectiveness.

Cummings & Worley 9e, (c) 2008 South-Western/Cengage Learning 1-10

Five Stems of OD Practice
Laboratory Training

Current Practice
Action Research/Survey Feedback

Normative Approaches

Quality of Work Life

Strategic Change

1950 1960 1970 1980 1990 2000 Today

Cummings & Worley 9e, (c) 2008 South-Western/Cengage Learning 1-11

Part I: Overview of the Book
The Nature of Planned Change The OD Practitioner
(Chapter 2) (Chapter 3)

Part II: The Process of Organization Development

Entering & Diagnosing Diagnosing Collecting
Contracting Organizations Groups & Jobs Diagnostic
(Chapter 4) (Chapter 5) (Chapter 6) Information
(Chapter 7)
Feeding Back Designing OD Leading and Evaluating &
Diagnostic Data Interventions Managing Institutionalizing
(Chapter 8) (Chapter 9) Change Change
(Chapter 10) (Chapter 11)

Cummings & Worley 9e, (c) 2008 South-Western/Cengage Learning 1-12

Part III: Part IV: Part V: Part VI:
Human Techno-structural Human Strategic
Process Interventions Resources Interventions
Interventions Management
Interventions Transformational
Restructuring
Interpersonal Organizations Change
Performance (Chapter 20)
& Group (Chapter 14) Management
Process (Chapter 17) Continuous
Approaches Employee Developing Change
(Chapter 12) Involvement Talent (Chapter 21)
(Chapter 15) (Chapter 18)
Organization Transorganization-
Process Work Design Managing Work- al Change
Approaches (Chapter 16) force Diversity & (Chapter 22)
(Chapter 13) Wellness
(Chapter 19)

Part VII: Special Topics in Organization Development

Organization Development OD in Nonindustrial Future Directions
in Global Settings Settings in OD
(Chapter 23) (Chapter 24) (Chapter 25)
Cummings & Worley 9e, (c) 2008 South-Western/Cengage Learning 1-13
 Course Assignments
 Individual and Group Assignments
 Team Case Analyses 15%
 Team Case Presentation 5%
 Individual Written Work 10%
 Team Organizational Analysis 30%
 Final Exam 30%
 In class contributions (attendance,
case preparation) 10%
14
Why Cases?
 Multi-way learning
 Active, collective learning
 Can’t transfer skills through lecture!
 Learning-by- “doing”
 Deep involvement in real decisions faced by real people
 Proven to develop managerial skills
 Analysis and critical thinking
 Handling assumptions and inferences
 Deciding between courses of action
 Tolerating ambiguity
 Listening to others

15
Challenges of the Case Method
 The key issues are not directly stated
 Ambiguous (sometimes contradictory or
irrelevant) information
 No single “right” solution
 It’s hard to know how to prepare!

16
 Case Analysis Guidelines
 Read case quickly, then a second time in detail
 Summarize key facts (“bullets”) for yourself
 Analyze the situation using course concepts
 Identify problems and issues, look for underlying
mechanisms
 Develop alternative courses of action
 Select the best alternative and develop
specific recommendations

17
 Open Systems Model
Transformation Outputs
Inputs
Processes
Interactions of:
Individual
Environment behavior
• Formal Org
Strategy • Informal Org Group
behavior
• Tasks
Resources
• Individuals Organizational
History
functioning

Feedback

18
United Flight 173
 Denver to Portland, OR
 181 passengers, 8 crew members
 Landing delayed for 1 hour due to landing gear
malfunction
 Crashed 6 minutes short of airport due to
insufficient fuel
 10 fatalities
 BTW – flight crew properly certified, aircraft
properly certified and maintained

19
United Flight 173
 What are the main reasons the cockpit
crew allowed the aircraft to run out of fuel?

20
21
Lessons so far: Assumptions
about Organizations
 Organizations are dynamic entities

 Behavior occurs at multiple levels, for

multiple reasons

 Organizations are open systems:

“a set of interrelated components that conduct
transactions with a larger environment”

23
Organization Development and Change

The Nature of Planned Change

 Lewin’s Change Model

Unfreezing

Movement

Refreezing

Cummings & Worley,9e (c) 2008 South-Western/Cengage Learning 2-25

 Action Research Model
Problem Identification
Joint diagnosis

Consultation with a
behavioral scientist Joint action planning

Data gathering & Action

preliminary diagnosis

Data gathering after

Feedback to Client action

Cummings & Worley,9e (c) 2008 South-Western/Cengage Learning 2-26

Positive Model
Initiate the Inquiry

Inquire into Best Practices

Discover Themes

Envision a Preferred Future

Design and Deliver Ways to

Create the Future
Cummings & Worley,9e (c) 2008 South-Western/Cengage Learning 2-27
Comparison of
Planned Change Models
 Similarities
 Change preceded by diagnosis or preparation
 Apply behavioral science knowledge
 Stress involvement of organization members
 Recognize the role of a consultant
 Differences
 General vs. specific activities
 Centrality of consultant role
 Problem-solving vs. social constructionism

Cummings & Worley,9e (c) 2008 South-Western/Cengage Learning 2-28

 General Model of Planned Change

Planning Evaluating
Entering and and
and Diagnosing Implementing Institutionalizing
Contracting Change Change

Cummings & Worley,9e (c) 2008 South-Western/Cengage Learning 2-29

 Different Types of
Planned Change
 Magnitude of Change
 Incremental
 Quantum
 Degree of Organization
 Over organized
 Underorganized
 Domestic vs. International Settings

Cummings & Worley,9e (c) 2008 South-Western/Cengage Learning 2-30

Critique of Planned Change
 Conceptualization of Planned Change
 Change in not linear
 Change is not rational
 The relationship between change and
performance is unclear
 Practice of Planned Change
 Limited consulting skills and focus
 Quick fixes vs. development approaches

Cummings & Worley,9e (c) 2008 South-Western/Cengage Learning 2-31

Waters of Ayole

Cummings & Worley 9e, (c) 2008 South-Western/Cengage Learning 1-32

Discussion Questions
 How would you describe the initial
approach of solving the water problem for
the first town?
 How would you describe the change
process at Ayole?
 What made one change implementation
more successful than the other?
Discussion Questions
 How would you describe the initial
approach of solving the water problem for
the first town?
 How would you describe the change
process at Ayole?
 What made one change implementation
more successful than the other?
Lessons from Waters of Ayole
 Change is not a one-shot deal
 People may want to change, but there are
systematic factors that prevent them from
changing
 Organizations are not purely technical
systems; technology is one part of the
change process
 Need to understand social factors in order to
implement and maintain change processes
Organizations are Stubborn…
 Managers have strong beliefs that are
difficult to change
 Further, they may not learn from past
experiences

Espoused Enacted
GAP
Strategy Strategy
 What the managers  What is actually
believe is occurring occurring
 Based on analysis and  Based on existing

logic steering mechanisms

But Change is Possible!
 Having “the right strategy” is like
providing the water pump
 To be successful, organizational change
requires the development of shared
understanding
 Need to consider the language of
change (e.g., Six Sigma)
In conclusion…
 The need for change must be clear
 Even modest changes have broad
implications:
- Encompass multiple domains of technology,
strategy, structure, and people
- Advances in one domain may exacerbate
problems in another
 Understand unique role of change agents in
building support and overcoming resistance
Guinea Worm Update

 Target date for ending the disease is

2009 (once 1995)
 16,000 cases remain, all in Africa
(National Geographic, 2005)
2005  In 2013, approximately 150 cases
were reported, most in South Sudan.
Project Team Composition
 How should we compose the project
teams?
 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).

Cummings & Worley 9e, (c) 2008 South-Western/Cengage Learning 1-40

Next Week
 Cummings & Worley Chps. 3 & 4
 Shein (1990)
 Homework (1-3 pages max!) Berg “Failure
at Entry” Case

Cummings & Worley 9e, (c) 2008 South-Western/Cengage Learning 1-41