Organizational Development

Q1. Define OD and enlist its important characteristics. Ans. The literature contains several definitions of OD, to quote a few: OD is a response to change, a complex educational strateg intended to change the !eliefs, attitudes, values and structure of organi"ation so the can !etter adopt new technologies, mar#ets and challenges, and the di"" ing rate of change itself $ %ennis, 1&'&(. OD is planned process of change in an organi"ation)s culture through the utili"ation of !ehavioral science, technolog , research and theor . $ %ur#e 1&*+( Organi"ational Development is an effort $1(planned,$+( organi"ational wide, $,( managed from the top, $-( to increase organi"ation effectiveness and health through $.( planned interventions in the organi"ation)s processes, using !ehavioral science #nowledge. $%ec#hard,1&'&( /et us examine this definition: 1. 0t is a planned change effort. An OD program involves a s stematic diagnosis of the organi"ation, the development of strategic plan for improvement, and the mo!ili"ation of resources to carr out the effort. +. 0t involves the total s stem. An organi"ation development effort is related to a total organi"ation change in the culture and the reward s stem or the total managerial strateg . ,. 0t is managed from the top. 0n an OD effort the top management of the s stem has personal investment in the program and it)s outcomes. The activel participates in the management of the effort. This does not mean that the must participate in the same activities as others, !ut it does that the must have !oth #nowledge and commitment to the goals of the programs and must activel support the methods used to achieve goals. -. 0t is designed to increase organi"ation effectiveness and health. Another 1lassic definition Offered ! 2rench And %3//: Organi"ational development is a long range effort to improve an organi"ation)s pro!lem solving and renewal processes, particularl through a more effective and colla!orative management of organi"ation)s culture4with special emphasis on the culture of formal wor# teams 5 with the assistance of a change agent, or catal st, and the use of the theor and technolog of applied !ehavioral science, including action research. 6orras and 7o!ertson state: OD is a practical application of the science of organi"ation. Drawing from several discipline for its models, strategies and techniques, OD focuses on the planned change of human s stems and contri!utes to organi"ation science through the #nowledge gained from its studies of complex change d namics.

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To summari"e, here are primar the distinguishing characteristics of OD: 1. OD focuses on culture and processes. +. 8pecificall , O1 encourages colla!oration !etween organi"ation leaders and mem!ers managing culture and processes. ,. Teams of all #ind is particularl important for tas# accomplishment and is targets for OD activities. -. OD focuses on the human and social side of the organi"ation primaril , and in so doing also intervenes in the technological and structural sides. .. OD focuses on total s stem change and views organi"ation as complex social s stem. '. OD relies on an action research model with extensive participation ! client s stem mem!ers. 9. OD ta#es a developmental view that see#s the !etterment !oth individuals and organi"ational attempting to create :0; :0; solutions. *. OD practitioners are facilitators, colla!orators, and co learners with the client s stem.

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Q2. Write brief note on the following: a. Change Management models. Ans. <odels and theories of planned change4 O1 is planned change in an organi"ational context. The development models of planned change facilitated the development of OD. The wor# of the pioneering social ps chologist =urt /ewin was instrumental in this approach. =urt /ewin introduced the idea a!out changed process. 8tage 1: >nfree"ing : creating motivation and readiness to change through a. Disconfirmation or lac# of confirmation. !. 1reation of guilt or anxiet c. 6rovision of ps chological safet . 8tage +: 1hanging through 1ognitive restructuring: ?elping the 1lient to see things, @udge things, feel things and react to things differentl !ased on a new point of view o!tained through a. 0dentif ing with a new role model, mentor etc. !. 8canning the environment for new relevant information. 8tage ,: 7efree"ing: ?elping the client to integrate the new point of view into a. The total personalit and self concept !. 8ignificant 7elationship /ewin)s three stage model is a powerful cognitive tool for understanding change situations. 1. >nfree"ing 5 The first tas# is to ma#e the people aware of the need for change. A climate of openness and trust is developed so that the group is read for change. +. <oving4 using the surve feed!ac# method, the group ma#es a diagnosis of where it is and develops action plans where it wants to go. ,. 7efree"ing4 Once the plans have !een carried out and an evaluation has !een made, the group starts to sta!ili"e into more effective performance. 2b. Empowerment: Ans. One of the most important foundations of OD is its use of a participation and empowerment model. The participation in OD programs is not restricted to the top peopleA it is extended !roadl through out the organi"ation. 0ncreased participation and empowerment have alwa s !een central goals and core values of the field. To empower is to give some one power. This is done ! giving individuals the authorit to participate, to ma#e decisions, to contri!ute their ideas, to exert influence, and to !e responsi!le. That is wh participation is such an effective form of empowerment. 6articipation enhances empowerment, and empowerment in turn enhances performance and individual well4!eing. OD interventions are deli!eratel designed to increase involvement and participation ! organi"ation leaders and mem!ers. 2or example, autonomous wor# groups, qualit circles, team !uilding, surve feed!ac#, qualit of wor# life programs and opportunities. OD interventions are !asicall methods for increasing participation. The entire field of OD is a!out empowerment. 6age , of ,'

2c. nternal and E!ternal Change "gents: Ans. E!ternal "gent "dvantages Disadvantages 1redi!ilit as an 6erceived as an 3xpert outsider ;o negative histor /ac#s #nowledge of with the organi"ation and it)s organi"ation. wa of life O!@ective outsider Often has limited availa!ilit of time. :ide experience and diverse #nowledge. 1redi!ilit as an Often not perceived insider as an OD expert. =nows the <a have negative organi"ation, people organi"ational culture etc. histor . 6ersonal <a have limited relationship OD experience. Availa!ilit is <a lac# ensured all the time. o!@ectivit .

nternal "gent

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2d. #$stem theor$. "ns. 8 stem theor is the second foundation of OD, this theor views organi"ation as open s stem in active exchange with their surrounding environments. 3ver s stem has a !oundar that separates it from its environment. The !oundar draws the line !etween s stem and environment. :hat is inside the !oundar is the s stem and what is outside the !oundar is the environment. Open s stems have purposes and goals, the reason for their existence. 0t is important to note that these purposes must align with purpose or needs in the environment for example the organi"ation)s purpose will !e reflected in its outputs and if the environment does not want the outputs, the organi"ation will cease to exist. " #$stem in nteraction with its environment. Open s stem thin#ing is the most required aspect for creating learning organi"ation. According to 6eter 8enge, learning organi"ation is a!le to cope effectivel with rapidl changing environmental demands. 8enge !elieves five discipline must !e mastered in order to create a learning organi"ation: personal master , mental model, !uilding shared vision, team learning, and s stem thin#ing, of all these discipline, the fifth discipline, s stem thin#ing is the most important. 8 stem theor has contri!uted in man wa s in the theor and practice of OD: 0ssues, events, forces and incidents are not viewed as isolated phenomenon !ut are seen in relation to other issues, events and forces. A s stem approach encourages anal sis of events in terms of multiple causation rather than single causation. One cannot change one part of a s stem without influencing other parts in some wa s. According to field theor $ =urt /ewin(, the forces in the field at the time of the event re the relevant forces for anal sis. This idea helps the OD practioner to anal "e the events in the light of the similar #ind of historical events. An one wants to change a s stem, the s stem has to !e changed not @ust its component parts.

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Q%. What are effective teams& E!plain in details the OD interventions that help clarif$ the roles in the teams. "ns. 3ffective Teams: 2or individual to function effectivel , frequentl , aprerequisite is that the team must !e effective. Characteristics of effective 'eams 1. There is a clear unit of purpose. There was free discussion of the o!@ectives until mem!ers could commit themselves to them, the o!@ectives are meaningful to each group mem!er. +. The group is elf4conscious a!out its own operations. The group has ta#en time to explicitl discuss group process4 how the group will function to achieve its o!@ectives, the group has a clear, explicit and mutuall agreed upon approach: mechanics, norms, expectations, rules etc. frequentl , it will stop to examine how well it is doing or what ma !e interfering with its operation. :hatever the pro!lem ma !e, it gets open discussion and a solution found. ,. The group had set clear and demanding performance goals for itself and has translates thee performances goals into well4defined concrete milestones against which it measures itself. The group defines and achieves a continuous series of Bsmall winsC along the wa to larger goals. -. The atmosphere tends to !e informal, comforta!le, relaxed. There are no o!vious tensions, a wor#ing atmosphere in which people are involving and interested. .. there is a lot of discussion in which virtuall ever one participates, !ut it remains pertinent to the purpose of the group. 0f discussion gets off trac#, someone will !ring it !ac# in short order. The mem!ers listen to each other. 3ver idea is given a hearing. 6eople are not afraid of !eing foolish ! outing forth a creative thought even if it seems extreme. '. 6eople are free in expressing their feeling as well as their ideas. This is critical if the team mem!ers have to wor# in a congenial and fearless environment. 9. There is disagreement and this is viewed as good. Disagreements are not suppressed or overridden ! premature group action. The reasons are carefull examined, and the group see#s to resolve thm rather than dominate the dissenter. Dissenters are not tr ing to dominate the group the have a genuine differences of opinion. 0f there are !asic disagreements that cannot !e resolved, the group figures out a wa to live with them without letting them !loc# its efforts.

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*. <ost decisions are made at a point where there is general agreement. ?owever, those who disagree with the general agreement of the group do not #eep their opposition private and let an apparent consensus mas# their disagreement. The group does not accept a simple ! each group mem!er. &. 3ach individual carries his or her own weight, meeting or exceeding the expectations of other group mem!ers. 3ach individual is respectful of the mechanics of the group: arriving on time, coming to meetings prepared, completing agreed upon tas#s on time, etc. :hen action is ta#en , clear assignments are made $who4what4when( and willingl accepted and completes ! each group mem!er. 1D. 1riticism is frequent, fran# and relativel comforta!le. The criticism has a constructive flavour4oriented towards removing an o!stacle that faces the group. 11. The leadership of the group shifts from time to time. The issue is not who controls, !ut how to get the @o! done.

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Q(. ) Operating in *olitical environment is a diffic+lt proposition for a s+ccessf+l OD program, #+ggest vario+s strategies to be adopted b$ the OD Cons+ltant for ma!imizing chances of s+ccess of an OD program in a political active organization. Ans. Diagnosing *olitical *ower in Organizations :hen an internal or external consultant enters an organi"ational setting, #nowing who has power and source of that power increase the pro!a!ilit of a successful intervention. At the same, time the pro!a!ilit of success is increased ! the consultant)s accurate assessment of his or her own power. The following points provides some guidelines to the consultants for evaluating their own levels of influence: Although OD practitioners can use a variet of tactics to increase their power with the organi"ational settings, the process of personal power enhancement will !e more effective if the consultant understand the existing power relationships with the organi"ation. One wa to understand the power d namics is to perform a political diagnosis, @ust as conducting an issues diagnosis to identif pro!lem areas. At the levels of the individual, there are at least three diagnostic approaches for assessing power. *osition "nal$sis focuses on @o!s and responsi!ilities of an individual with the organi"ation . starting with organi"ational chart, the OD practitioner ma#es an estimate of the personal power of #e individuals. 0n addition, he or she attempts to determine the lin#ages of the individuals in question with people outside the organi"ation. A person who represents the compan to a regulator !od , for example, and has access to powerful people outside the compan , is li#el to have considera!le power within the organi"ation. -ep+tational "nal$sis is !ased on the idea that powerful people are #nown to others, and one wa to guage power is to as# a!out an individual)s reputation. Although this could !e su!@ective method, view of people who hold power, this provides more information than stud ing an organi"ational chart. <ore than one person can !e as#ed to improve the relia!ilit of reputional anal sis. Decision "nal$sis attempts to identif people who have directl influenced decisions on organi"ational issues. Although mem!ers of complex organi"ations ma#e hundreds of decisions dail , onl a few decisions are reall important in terms of power and politics. T pical important decisions revolve around issues li#e !udgets, reorgani"ation and #e personnel decisions. 0n stud ing the decision process, informal decision ma#ers4li#e those who provide information to decision ma#ing process also need to !e considered.

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*ower 'actics <an researches have studied the tactics individuals use to !ecome powerful in organi"ations. 8ome of the most common tactics include the following. 1. 2orming coalitions and alliances: As suggested a!ove, this is pro!a!l the most common wa to gain influence among the organi"ational mem!ers. +. 1ontrolling access to individuals: <em!ers who are a!le to control contact with higher executives t picall !ecome ver influential with the organi"ation. 2or this reason, secretaries and administrative assistants to senior managers often have power far !e ond their position power. ,. 1ontrolling access to information and other resources: :hen people are dependent on others for access for information and na other resource necessar to do their @o!s, the are in a wea# position. Again, people who hold positions of low status can gain considera!le power ! controlling access to critical information and resources. 0n general, people who control !udgets are more powerful. -. 8etting the Agenda: One of the easiest wa s to !e powerful is to ma#e certain that issues that diminish personal influence never arise in the organi"ation. 6owerful people maintain their power ! seeing that onl certain issues are discussed. A powerful person ma also determine the criteria ! which his or her performance will !e evaluated, what issues are raises in meetings, and who is invited to organi"ational events. .. Attac#ing others: Another wa to !ecome powerful is to find someone else to !lame mista#es on. 0n highl political environments, depreciating the achievement of others is a common strateg for ma#ing oneself more powerful. '. <anaging the impression one ma#es: This ma involve !ecoming associated with organi"ational success and distanced from failures, associating with the BrightC people, or managing the wa one dresses, !ehaves and spea#s. One tactics of impression management is to give appearance of !eing indispensa!le ! !ecoming highl visi!le with the organi"ation. 8uccessful use of power tactics alone will not, ofcourse, create a successful intervention. OD practitioners must have an excellent command of intervention techniques as well as the interpersonal s#ills and influence to have these techniques accepted ! organi"ational mem!ers. 0n most situations, however, acceptance is, atleast in part, apolitical process.

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Q.. Write detailed notes on: a. /orce /ields "nal$sis Ans. 2orce 2ield anal sis is a device for understanding a pro!lematic situation and planning corrective actions. This technique rests on several assumptions: a. the present state of things $ the current condition( is a quasi4stationar equili!rium representing a resultant in a field of opposing forces. !. A desired future state of affairs $the desired condition( can onl !e achieved ! ma#ing an effort to move the current point of equili!rium to a desired point and sta!ili"ing the equili!rium to that point. c. There are two t pes of forces, which act on this point at an time4 The 3na!ling or Driving forces and Disa!ling or 7estraining forces. Therefore, effort needs to !e made to identif and then minimi"e the impact of restraining forces and maximi"e the impact of driving forces. 'he /orce /ield "nal$sis involves the following steps: #tep 0: Decide upon a pro!lem situation ou are interested in improving, and carefull and completel descri!e the current condition. :hat is the staus quoE :hat is the current conditionE :h do ou want it to !e changedE #tep2: 1arefull and completel descri!e the desired condition. :here do ou want to !eE :hat is the desired state of thingsE #tep %: 0dentif the forces and factors operating in the current force field. 0dentit the driving forces, which are pushing towards the desired state. 8imilarl , identif the restraining forces, which are pushing awa from the desired condition. This identification of forces should !e thorough and exhaustive so that the picture of wh are things the wa the are !ecomes clear for future action. #tep (: 3xamine the forces in detail in terms of their strengthen and wea#nesses. Also identif which ones are within control and which are !e ond control and influences. #tep .: 8trategies for strengthening the driving forces and wea#ening the restraining forces could include an or more of the following: a. Add more driving forces, remove the restraining forces or do !oth . !. 8elect several important adapta!le restraining forces and develop action plans to remove them instead of @ust adding driving forces. c. :or# towards gaining participants and co4operation from all the concerned. 7emem!er that resistance is maximum from people who fear change for some reason or the other. 8tep ': 0mplement the action plans that should cause the desired condition to !e achieved. 8tep 9: Descri!e what action plans must !e ta#en to sta!ili"e the desired condition and implement those action plans. This is to reinforce the desired condition so that things do not go !ac# to the previous state. 6age 1D of ,'

.b. Q+alit$ of Wor1 2ife as an OD ntervention. "ns. The term Bqualit of wor# lifeC $Q:/( was first introduced in 1&9+ during an international la!our relations conference. Q:/ received more attention after >nited Auto :or#ers and Feneral <otors initiated a Q:/ program for wor# reforms. 7o!!ins $1&*&( defined Q:/ as Ba process ! which an organi"ation responds to emplo ees needs ! developing mechanisms to allow them to share full in ma#ing the decisions their design their lives at wor#C Q:/ has !een well recogni"ed as a multi4dimensional construct and it ma not !e universal or eternal. The #e concepts captured and discussed in the existing literature include @o! securit , !etter reward s stem, higher pa and opportunit for growth, participative groups, and increased organi"ational productivit among others. 2or the purpose of this stud , Q:/ is defined as the favoura!le conditions and environments of a wor#place that support and promote emplo ees satisfaction ! providing them with rewards, @o! securit and growth opportunities. *ositive Effects of QW2 : The !asic o!@ectives of an effective Q:/ program are improved wor#ing conditions and greater organi"ational effectiveness. A win4win situation ma result if Q:/ is positivel lin#ed to !usiness performance. 6ositive results of Q:/ have !een supported ! a num!er of previous studies, including reduced a!sentiseem, lower turnover, and improved @o! satisfaction. ;ot onl does Q:/ contri!utes to a compan )s a!ilit to recruit qualit people, !ut also it enhances a compan )s competitiveness. 1ommon !eliefs support the contention that Q:/ will positivel nurture a more flexi!le, lo al and motivated wor# force which are essential in determining the compan )s competitiveness. Go! 8ecurit and Q:/: Out of man essential elements of Q:/, @o! securit has !ecome the most discussed issue in recent ears. 2iring wor#ers, characteri"ed as downsi"ing reengineering, restructuring and other euphemisms, can counter the positive results of Q:/ ! creating fear of @o! insecurit . Although the rate of @o! losses has slowed in recent ears, man senior mangers still hold the !elief that downsi"ing is necessar in toda )s competitive mar#et. 3mplo ees @o! satisfaction is at its slowest level in ears, with onl one in four emplo ees B extremel satisfiedC with their @o!. /ear of 3O4 nsec+rit$: :hat ma worr people the most is not the fact of @o!lessness so much as the threat of it. 2or example, an anal sis of wor#ers surve s in the 1&*Ds and 1&&Ds, found onl a slight decline in the proportion of this holding @o!s for at least four ears. $=oret",1&&'( The new paradigm attempts to align the interests of the investor, manager and emplo ee sta#eholders into win4win situation. The paradigm raises questions as to its feasi!ilit and as to whether a compan can !e profita!le and satisf the needs of the emplo ee sta#eholders. The idea that corporate management could reconcile the social demands for increased @o! securit with with capitalism demands for profits and efficiencies has !een 6age 11 of ,'

around for ma ears . 1urrent trends !etween unions and management with the goal of protecting @o!s and pa ! ma#ing their emplo ers more profita!le and competitive. The term Q:/ has !een applied to a wide variet of organi"ation improvement efforts. The common elements seem to !e, as Foodman indicates, an Hattempt to restructure multiple dimensions of the organi"ation) and to institute a mechanism which introduces and sustain changes overtime. Aspects of change mechanism are usuall an increase in participation ! emplo ees in shop floor decisions and an increase in pro!lem solving !etween the union and management. At some Feneral <otors plants, Q:/ pro@ects have included some of the following features. 1. +. ,. -. .. Ioluntar involvement on the part of emplo ees >nion agreement with the process and participation in it. Assurance of no loss of @o!s as a result of the program Training of emplo ees in team pro!lem solving The use of qualit circles where emplo ees discuss pro!lems affecting the performance of the plant and the wor# environment. '. :or# team participation in forecasting, wor# planning and team leader and team mem!er selection. 9. 7egular planned team meetings to discuss such matters as qualit , safet , customer orders and schedules. *. 3ncouragement of s#ill development and @o! rotation within wor# teams. &. 8#ill training 1D. 7esponsiveness to emplo ee concerns. :hile the specifics var from one Q:/ pro@ect to the other, !oth within a given organi"ation and !etween organi"ations, several features tend to !e common. Theses features include union involvementA a focus on wor# teamsA pro!lem solving sessions ! wor# teams in which the agenda ma include productivit , qualit , and safet pro!lemsA autonom in planning wo#, the availa!ilit of s#ill trainingA and increased responsiveness to emplo ees ! supervisors.

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Q5. What is 6rid OD& E!plain in detail with the 2eadership 6rid diagram. "ns. 6rid Organization Development One of the most structured and popular organi"ation wise interventions programs in OD is Frid OD, developed ! ps chologist 7o!ert %la#e and Gane <outon $1&'-,1&'&( This approach to OD emphasi"es the importance of !oth helping managers !ecome more effective and s stematicall creating and ideal strategic model to guide organi"ational planning and actions. This OD intervention uses a variet of speciall designed diagnostic instruments that ena!le individuals and groups to stud their own !ehaviour and identif areas that need improvement. 6rid and management #t$les Frid OD proposes those two fundamental dimensions of leader !ehaviour are essential for understanding managerial effectiveness. a. 1oncern for people !. 1oncern for results 1oncern for people refers to the consideration of social and interpersonal concern of others, concern for results involves issues of qualit , quantit and overall effectiveness of wor# outputs. The graphical presentation of the model illustrates the concept further.

The /eadership Frid a!ove identifies five !asic managerial st les.

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1.1 0mpoverished <anagement: managers falling under this categor are @ust going through their @o!s without an real contri!utions. The are primaril concerned with #eeping their @o!s and are of little or no value in OD. &.1 Authorit 1ompliance tas# <anagement : 3mphasis is on results and hence creativit and initiative of the su!ordinates is li#el to !e stifled. /ow concern for interpersonal relationships is also li#el to result in low cohesion amongst the group mem!ers. 1.& 1ountr 1u! <anagement: the focus of the 1,& managers is on creating wor# environments with pleasant social environment positive interpersonal relationships. The are primaril concerned with people and their feelings, attitudes and needs rather than results. ... <iddle of the 7oad <anagement : these mangers have a moderate concern for people and results. The use this managerial st le to !alance emplo ee morale with accepta!le levels of wor# outputs. The tr to resolve conflicts through accommodation and compromise. &.& Team <anagement : The &,& manager demonstrate high concern for people and results and views these two dimensions of leadership as complementar rather than antagonistic. There is an attempt to integrate personal goals of the emplo ees with the organi"ational goals through participative decision ma#ing. % developing wor# teams that utili"e team mem!ers) contri!utions in an interdependent wa , &,& managers simultaneousl promote high morale and productivit .

One of the most important assumptions of Frid OD is that &,& management st le is the most effective approach for all managers in all the organi"ation. 2rom an OD perspective, helping managers move to a &,& managerial st le represent critical component of organi"ational change process. ?owever, for this to happen , it must !e preceded ! a change in organi"ation)s culture.

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7. Diagnosis is critical for s+ccess of an$ OD program. E!plain +sing an appropriate model. "ns. 8. OD Cons+ltant m+st be competent in more than one discipline for implementing a s+ccessf+l OD program. What are the different competencies e!pected of the OD Cons+ltant. Ans. 1ompetencies of an OD 1onsultant to lead a change effort is more complex than hiring a law er for legal consultation or an economist for financial forecasting. >nli#e other consultants, professional who will serve as OD 1onsultants need to have a !road range of competencies that, unfortunatel , do not come with prestigious academic or !usiness credentials alone. ?iring an unsuccessful OD 1onsultant is usuall the result of fault selection and evaluation procedures. Organi"ations are much more li#el to hire the wrong #ind of OD consultant if the fail to develop selection criteria unique to its organi"ation needs. :hen the wrong consultant is hired, OD programs often fail to get started or stall midwa through the process. The following is a comprehensive list of competencies for a successful OD 1onsultant. To guide an OD intervention all the wa to successful completion requires a special set of #nowledge, s#ills and a!ilities. 'he categorization of these competencies act+all$ depicts the stages in the Client Cons+ltant relationship thro+gho+t the OD effort. <ar#eting An effective organi"ation development $OD( practitioner canJ 1. %e aware of s stems wanting to change +. %e #nown to those needing ou ,. <atch s#ills with potential client profile -. 1onve qualification in credi!le manner .. Quic#l grasp the nature of the s stem '. Determine appropriate decision ma#ers 9. Determine appropriate processes 3nrolling An effective organi"ation development $OD( practitioner canJ *. %uild trusting relationships &. 6resent the theoretical foundation of change 1D. Deal effectivel with resistance 11. ?elp the client mange emotionall charged feelings 1+. 1olla!orativel design the change process 1,. ?elp the client trust the process

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1ontracting 1-. 1ontract ps chological for colla!oration 1.. ?elp the client reflect on motivation 1'. 1larif outcomes 19. %uild realistic expectations 1*. conduct a mini4assessment 1&. 0dentif the !oundar of s stem to !e changed +D. Articulate an initial change process to use +1. 3xplicate ethical !oundaries ++. confirm commitment of resources +,. 0dentif critical success factors for the intervention. +-. clarif the role of consultant +.. 1larif the role of client +'. %egin to la out an evaluation model <ini assessment: An effective organi"ation development $OD( practitioner canJ +9. 2urther clarif real issues +*. %e aware of how one)s !iases influence interaction +&. /in# change effort into ongoing organi"ational processes ,D. 0dentif formal power ,1. 0dentif informal power

Data gathering: An effective organi"ation development $OD( practitioner canJ ,+. Determine an appropriate data collection process ,,. Determine the t pe of data needed ,-. Determine the amount of data needed ,.. >tili"e appropriate mix of methods to ensure efficienc ,'. >tili"e appropriate mix of methods to ensure validit ,9. >tili"e appropriate mix of methods to ensure o!@ectivit ,*. >tili"e appropriate mix of data collection technolog ,&. 1larif !oundaries for confidentialit -D. 8elect a process that will facilitate openness -1. Father data to identif future states. Diagnosis An effective organi"ation development $OD( practitioner canJ -+. Father data to identif first steps of transition -,. :atch for deeper issues as data is gathered --. 8uspend @udgment while gather data -.. =now when enough data has !een gathered -'. 8uppress @udgment while gathering data. -9. >se statistical methods when appropriate -*. 7ecogni"e what is relevant

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-&. =now how data from different parts of the s stem impact each other .D. 1ommunicate implications of s stem theor .1. 1ontinuousl assess the issues as the surface. .+. 8ta focused on the purpose of the consultanc .,. >tili"e a solid conceptual framewor# !ased on research 2eed!ac# An effective organi"ation development $OD( practitioner canJ .-. 6repare leadership for the truth ... 0nvolve participants so the !egin to own the process .'. 8 nthesi"e the data gathers into them .9. 1reate a non4threatening atmosphere .*. 2acilitate complex emotional patterns 6lanning An effective organi"ation development $OD( practitioner canJ .&. Distill recommendations from the data 'D. 2ocus action that generates high impact at lowest cost '1. 1onsider creative alternative '+. <entall rehearse adverse consequences ',. <entall rehearse potential gains 6articipation An effective organi"ation development $OD( practitioner canJ '-. 2acilitate a participative decision ma#ing process '.. O!tain direction from leadership ''. O!tain commitment from leadership '9. 1o4create an implementation plan that is rooted in the data. '*. 1o4create an implementation plan that is concrete '&. 1o4create an implementation plan that is simple 9D. 1o4create an implementation plan that is clear 91. 1o4create an implementation plan that logicall sequences activities 9+. 1o4create an implementation plan that is result oriented 9,. 1o4create an implementation plan that is measura!le 9-. 1o4create an implementation plan that is rewarded 0ntervention An effective organi"ation development $OD( practitioner canJ 9.. 7educe dependenc upon consultant 9'. 0nstill responsi!ilit for follow through 99. 0ntervene at the right depth 9*. 6a attention to the timing of activities 9&. 2acilitate concurrent interventions *D. ?elp mange impact to related s stems *1. 7e4design intervention or mindfull respond to new d namics.

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3valuation An effective organi"ation development $OD( practitioner canJ *+. 0ntegrate research with theor and practice *,. 0nitiate ongoing feed!ac# in client consultant relationship *-. 1hoose appropriate evaluation methods 5 that is, interviews, instruments, financial sheetsKto collect evaluation information. *.. ,'. Determine level of evaluation such as reaction, learning, !ehavioral change, organi"ational impact, social impact. *'. ensure evaluation method is valid *9. 3nsure evaluation is relia!le **. 3nsure evaluation method is practical 2ollow4 up An effective organi"ation development $OD( practitioner canJ *&. 3sta!lish method to monitor change during the intervention &D. 3sta!lish method to monitor change after the intervention &1. >se information to reinforce positive change &+. >se information to correct negative change &,. >se information to ta#e next steps &-. /in# evaluation with expected outcomes. Adoption An effective organi"ation development $OD( practitioner canJ &.. Transfer change s#ills to internal consultant so learning is continuous &'. <aintainLincrease change momentum &9. /in# change process to dail life of s stem &*. <o!ili"e additional internal resources to support continued change &&. Determine the parts of the organi"ational that warrant a special focus of attention 1DD.6a attention to movement !ac# to old !ehaviours 1D1.<ove more awa from pro@ect driven change to strateg 4 driven change 1D+.%e sure customers and sta#eholders are satisfied with intervention)s results 1D,.6lan renewalLreunion events 8eparation An effective organi"ation development $OD( practitioner canJ 1D-.recogni"e when separation is desira!le 1D..6rocess an left over relationship issues consultants and client 1D'.3nsure that learning will continue 1D9./eave the client satisfied 1D*.6lan for the post consultation contact. 8elf4Awareness 6age 1* of ,'

An effective organi"ation development $OD( practitioner canJ 1D&.1larif personal values 11D.1larif personal !oundaries 111.<anage personal !iases 11+.<anage personal defensiveness 11,.7ecogni"e when personal feelings have !een aroused 11-.7emain ph sicall health while under stress 11..7esolve ethical issues with integrit 11'.Avoid getting personal needs met at the expenses of the client $ i.e financial ,emotional, sexual etc.( 119.wor# within the limits of our capa!ilities 11*.6erform effectivel in an atmosphere of am!iguit 11&.6erform effectivel in the midst of chaos 0nterpersonal An effective organi"ation development $OD( practitioner canJ 1+D.Develop mutuall trusting relationship with others 1+1.8olicit feed!ac# from others a!out our impact on them 1++.3nergi"e others 1+,.1olla!orate with internalLexternal OD professional 1+-.!alance the needs of multiple relationships 1+../istens to others 1+'.6a attention to the spontaneous and informal 1+9.1onsistentl maintain confidentialit 1+*.0nterpersonall relate to others 1+&.>se humor effectivel Other An effective organi"ation development $OD( practitioner canJ 1,D.0nterpret cross4culture influences in a helpful manner 1,1.?andle diversit and diverse situations s#illfull 1,+.1ommunicate directions clearl to large groups 1,,.>se the latest technolog effectivel 1,-.>se the internet effectivel 1,..2acilitate small group interventions $up to 9D( 1,'.2acilitate large group interventions $9D4+,DDD( 1,9.Appl the s#ills if international consultant 1,*.Demonstrate a!ilit to conduct communit development 1,&.Demonstrate a!ilit to conduct communit development 1-D.2unction effectivel as an internal consultant 1-1.%e aware of the influences of cultural d namics on interactions with others.

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a. #trategies to b+ild tr+st between the OD cons+ltant and the organizational members& Ans. %uilding Trust in :or#ing 7elationships4 The #e to success A satisfactor relationship !etween the change agent and the organi"ational mem!ers is critical to success of na OD effort. A trusting relationship helps the consultant deal with the challenges !ought ! those who are uncomforta!le or in disagreement with the change effort, and the consutants) st le and values are the #e factors in esta!lishing trust and ma#ing relationships successful. 1. 1ommunication is the central element in !uilding a trusting relationship !etween the OD consultant and organi"ational mem!ers. The goal of !oth, the consultant and client should !e to develop a positive climate for trust and ver!al communication provides a ma@or influence on that development. +. Defensiveness is another !arrier to a climate of trust. This attitude results from a person)s perception that he or she is !eing unfairl evaluated or critici"ed. As a result, the person perception that he or she is !eing unfairl evaluated or critici"ed. As a result , the person defends his or her !ehaviour or position. Defensiveness !ehavoiur diminish the li#elihood for open and fran# communication, and the impair the development of trust. 8upportive !ehaviours, on the other hand, communicate positive intent, and encourage the development of trust, OD consultants who focus on supportive !ehaviours are li#el to experience less defensiveness from organi"ational mem!ers. The ideal OD 1onsultant 2rom the perspective of a professional internal consultant, the ideal external consultant has the following qualities: /isten, !ut does not sell 2its into the organi"ation and em!races it)s mission and culture. Teaches the internal professional staff and helps them achieve independence. 6rovides good customers service 6rotects confidentialit 1hallenges assumptions 0s a recogni"ed expert 6rovides perspectives and o!@ectivit 1ele!rate with internal staff.

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9b. Ethical g+idelines for OD professionals :henever professionals offer advice or intervene in the affairs of individuals, groups, organi"ations or government agencies, questions arise concerning honest , fairness and conflict of interests. 3thics refer to issues or practices that should influence the decision ma#ing process in terms of Bdoing the right thingC. 0n other words, ethics reflect the morals4 what is considered right or wrong of a societ or a culture. As an OD professional, it is critical that some ethical guidelines are committed to and followed religiousl . The following are some of them: $ 8ource The OD 0nstitute, 1&&-( 0. 7esponsi!ilit to 8elf. A. Act with integrit A !e authentic and true to self. %. 8trive continuall for self4#nowledge and personal growth. 1. 7ecogni"e personal needs and desires and, when the conflict with other responsi!ilities, see# all 5win resolutions of those conflicts. D. Assert own economic and financial interest in wa s that are fair and equita!le to self as well as to clients and their sta#eholders. 00. 7esponsi!ilit for 6rofessional Development and 1ompetence A. Accept responsi!ilit for the consequences of acts and ma#e reasona!le efforts to ensure that services are properl usedA terminate services if the are not properl used and do what heLshe can to see that an a!uses are corrected. %. 8trive to achieve and maintain a professional level of competence for !oth self and profession ! developing the full range of own competence and ! esta!lishing collegial and cooperative relations with other OD professionals. 7ecogni"e own personal needs and desires and deal with them responsi!l in the performance of professional roles. 6ractice within the limits of m competences, culture and experience in providing services and using techniques. 6ractice in cultures different from own onl with consultation from people native to or #nowledge a!out those specific cultures

1. D. 3.

000. 7esponsi!ilit to 1lients and significant Others A. 8erve the long term well4!eing, interest and development of the client s stem and all its sta#e holders, even when the wor# !eing done has a short term focus. 6age +1 of ,'

%. 1. D. 3. 2.

1onduct an professional activit , program or relationship in wa s that re honest, responsi!le, and appropriatel open. 3sta!lish mutual agreement on a contract covering services and remuneration. Deal with conflicts constructivel and avoid conflicts of interest as much as possi!le. Define and protect the confidentialit of client4professional relationship. <a#e pu!lic statements of all #inds accuratel , including promotion and advertising, and give services as advertised.

0I. 7esponsi!ilit to the 6rofession A. %. 1. D. 3. 1ontri!ute to continuing professional development for self, other practitioners and the profession. 6romote the sharing of OD #nowledge and s#ill. :or# with other OD professionals in wa s that extremel what our profession sa s we stand for. :or# activel for ethical practice ! individuals and organi"ations engaged in OD activities and in, case of questiona!le practice, use appropriate channels fro dealing with it. Act in wa s that !ring credit to the OD profession and with due regards for colleagues in other professions.

I. 8ocial 7esponsi!ilit A. Act with sensitivit to the fact that m recommendation and actions ma alter the lives and well4!eing of people within client s stems and the larger s stems of which the are su!s stem. %. Act with awareness of the cultural filters which affect m view of the world, respect cultures different from m own and !e sensitive to cross4 cultural and multicultural differences and their implications. 1. 6romote @ustice and serve the well !eing of all life on 3arth. D. 7ecogni"e that accepting this 8tatement as a guide foe m !ehaviour involves holding m self to a standard that ma !e more exacting than the laws of an countries in which 0 practice, the guidelines of an professional associations to which 0 !elong, or the expectations of an clients. &c. 2oundations of OD Ans. Ialues, Assumptions and %eliefs in OD The field of OD rests on a foundation of values and assumptions a!out people and organi"ations. These !eliefs help to define what OD is and guide its implementation. Ialues have alwa s !een an integral part of OD pac#age. OD values an assumption developed from research and theor ! !ehavioural scientist and from the experiences and o!servations of practicing managers. OD values tend to !e humanistic, optimistic and democratic. 6age ++ of ,'

?umanistic values proclaimed the importance of the individual, respect the whole person, treat people with respect and dignit , assume that ever one has intrinsic worth, view all people as having the potential for growth and development. Optimistic values posit that people are !asicall good, the progress is possi!le and desira!le in human affairs, and the rationalit , reason and goodwill are the tools for ma#ing progress. Democratic value asserts the sanctit of the individual, the right of people to !e free from ar!itrar misuse of power, fair and equita!le treatment for all and @ustice through the rule of law and due process. 0n a recent surve stud , the top five values considered most important were: 1. +. ,. -. .. 0ncreasing effectiveness and efficienc 1reating openness in communication 3mpowering emplo ees to act 3nhancing productivit and 6romoting organi"ational participation.

The #nowledge !ase of OD is extensive and is constantl !eing upgraded. The most important concept on which OD is constructed is as follows: <odel M theories of planned change 8 stem theor 6articipation and empowerment Teams and team wor# 6arallel learning structures A normative value for culture and changed Applied !ehavioural science Action research

Q1D. Descri!e in detail the <%O approach to OD. Ans. The <%O approach to OD 2or an <%O program to !e effective organi"ation wide OD intervention, senior management must support and activel participate in its implementation. 0t !egins with the top management providing clear statement of organi"ational purpose or mission so that individual mem!er can align their goals with critical organi"ational o!@ectives. This statement can then serve as a guide fro developing long range goals and strategic planning. Departmental and individual goals can then !e derived from organi"ational goals. %ased on extensive reviews of <%O programs, two researches have identified the following factors for the success of <%O programs: a. !. c. d. Organi"ational commitment <utual goals setting 2requent performance reviews 8ome degree of freedom in means for achieving individual goals. 6age +, of ,'

8tep1: 2ormulating /ong 7ange Foals: Fuided ! the organi"ation)s mission statement, senior management defines critical long term o!@ectives and determine how availa!le resources will !e used to accomplish these goals. This process then leads to strategic planning activities which descri!e how the organi"ation will cope with its changing environment. 8tep +: developing 8pecific O!@ectives: 0n this step, !road organi"ational o!@ectives are translated into specific measura!le outcomes with clearl stated timeframes. Although organi"ational o!@ectives ma include areas such as profita!ilit , mar#et share, and qualit , all o!@ectives must !e stated in clear terms. 8tep ,: Developing departmental o!@ectives: Once organi"ational o!@ectives are clearl specified, each division or department must develop a set of specific goals that will ena!le the organi"ation to achieve its o!@ectives. Again, these departmental goals must !e clearl stated in terms of measura!le outcomes.

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8tep -: 8etting Froup and 0ndividual Foals: This step is focused on developing and implementing group and individual level goals in a coordinated manner. This process encourages vertical and hori"ontal communication in the organi"ation since individual)s must clarif their roles and ta#e responsi!ilit for specific results. 0ndividuals goal setting is done in a colla!orative manner and will include !oth, personal and professional development o!@ectives. 7esearch indicates that individual goals produce the most positive results when the are challenging and specific. 8tep .: 2ormulating and 0mplementing Action 6lans: Although clearl stated goals provide a precise description of desired outcome, action plans are needed to provide a wa of attaining goals. Action plans s stematicall identif the methods, activities and resources required to accomplish o!@ectives. 8tep ': 7eviewing Foal 6rogress : 2inall , mangers must review progress towards achieving the goal ! meeting with su!ordinates in a group or individuall . During these meetings, managers and su!ordinates discuss pro!lems and difficulties involved in completing the goals and evaluated individual performance !ased on degree to which targeted goals were actuall achieved. These meetings ma also provide an opportunit to review and modif goals that have !ecome outdated or uno!taina!le. Once this assessment is complete, the focus shifts from past performance to planning future goals and action plans. Together, mangers and su!ordinates develop mutuall agreed upon goals and formulated a strateg to achieve them. Although <%O is a widel used approach for enhancing organi"ational effectiveness, the wa s organi"ations use this intervention var considera!le. 1ompanies such a as 0%< and ?ewlett46ac#ard, for example, have made <%O an integral part of their cultures. 0n general research on the effectiveness of <%O has produced mixed results. To some degree, the success of an <%O intervention depends on the culture of the organi"ation. 0n #eeping with the principles of OD, implementing and <%O program can !e seen as an opportunit for emplo ee development4mangers can assist emplo ees in setting professional wor#, designing their wor# and participating in decision ma#ing. <%O seems to wor# !etter in organi"ations having a consultative environment.

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Q00. What are the different tactics adopted to gain power in organizations& "ns. *ower 'actics <an researches have studied the tactics individuals use to !ecome powerful in organi"ations. 8ome of the most common tactics include the following. 9. 2orming coalitions and alliances: As suggested a!ove, this is pro!a!l the most common wa to gain influence among the organi"ational mem!ers. *. 1ontrolling access to individuals: <em!ers who are a!le to control contact with higher executives t picall !ecome ver influential with the organi"ation. 2or this reason, secretaries and administrative assistants to senior managers often have power far !e ond their position power. &. 1ontrolling access to information and other resources: :hen people are dependent on others for access for information and na other resource necessar to do their @o!s, the are in a wea# position. Again, people who hold positions of low status can gain considera!le power ! controlling access to critical information and resources. 0n general, people who control !udgets are more powerful. 1D. 8etting the Agenda: One of the easiest wa s to !e powerful is to ma#e certain that issues that diminish personal influence never arise in the organi"ation. 6owerful people maintain their power ! seeing that onl certain issues are discussed. A powerful person ma also determine the criteria ! which his or her performance will !e evaluated, what issues are raises in meetings, and who is invited to organi"ational events. 11. Attac#ing others: Another wa to !ecome powerful is to find someone else to !lame mista#es on. 0n highl political environments, depreciating the achievement of others is a common strateg for ma#ing oneself more powerful. 1+. <anaging the impression one ma#es: This ma involve !ecoming associated with organi"ational success and distanced from failures, associating with the BrightC people, or managing the wa one dresses, !ehaves and spea#s. One tactics of impression management is to give appearance of !eing indispensa!le ! !ecoming highl visi!le with the organi"ation. 8uccessful use of power tactics alone will not, ofcourse, create a successful intervention. OD practitioners must have an excellent command of intervention techniques as well as the interpersonal s#ills and influence to have these techniques accepted ! organi"ational mem!ers. 0n most situations, however, acceptance is, atleast in part, apolitical process.

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Q02. Write short notes on : a. "ppreciation Concerns E!ercise "ns. 'he "ppreciation and concern E!ercise This intervention ma !e appropriate if interview data suggests that one of the deficiencies in the interactions of mem!ers of a group is lac# of expression of appreciation, and that another deficienc is the avoidance of confronting concerns and irritations. This intervention can !e carried out in man different wa s. On a !road scale, the following are the important aspects. 1. The facilitator as#s each mem!er of the group to write down one to three appreciation for each mem!er of the group. +. 3ach mem!er is also as#ed to write down one or two minor irritations or concerns related to each person that ma !e interfering with communications, getting the wor# done effectivel , and so on. ,. Along with the assignment, the facilitator ma ma#e some suggestions, such asA a. Nou !e the @udge of which concerns to raiseE !. :ill !e helpful to the relationshipE c. :ill it !e helpful to the groupE d. 1an the person do an thing a!out itE e. :ould it !e !etter to tal# privatel with the personE On the positive side, sometimes raising concerns in a team setting can provide an opportunit for others to validate what is !eing perceived or to provide another perspective. b. -esponsibilit$ Charting Ans. 0n wor# teams, decisions are made, tas#s are assigned, and individuals and small groups accomplish the tas#s. This process is easil descri!ed on paper, !ut in realit , a decision to have someone do something is somewhat more complex than it appears !ecause multiple factors are in fact involved in even the simplest tas# assignment. The person who does the wor#, one or more people who ma approve or veto the wor#, and persons who ma Bcontri!uteC in some wa to the wor# while not !eing responsi!le for it all pla a part in given tas#. The issue is, who is to do what, with what #ind of involvement ! othersE A technique called 7esponsi!ilit 1harting helps to clarif who is responsi!le for what on various decisions and actions. 0t is simple, relevant, and effective technique for improving team functioning.

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'he techni:+e is defined as follows: 2irst is to construct a gridA the t pe of decision and classes of actions that need to !e ta#en in the total areas of wor# under discussion are listed along left4hand side of the grid. The actors who might pla some part in decision ma#ing on those issues are also identified and listed across the top of the grid. The process, then, is one of assigning a !ehavoiur to each of the actors opposite each of the issues. There are four classes of !ehavours: 1. 7esponsi!ilit $7( 5 the responsi!ilit to initiate action to ensure that the decision is carried out. +. Approval required, or the right to veto $A4I(4 the particular item must !e reviewed ! the particular role incu!ement, and this person has the option of either vetoing or approving it. ,. 8upport $8( 5 providing logistical support and resources for the particular item. -. 0nform $0(4 must !e informed and, ! inference, cannot influence. A fifth !ehaviour $ or non4 !ehaviour( is non involvement of a person with the decisionA this is indicated on the chart with a H4H $dash(. One t pe of responsi!ilit chart is in the following figure. 7esponsi!ilit 1harting is usuall done in a wor# team context. 3ach decision or action is discussed and responsi!ilit is assigned. 8ome guidelines to conduct this intervention more effectivel are: 1. Assign responsi!ilit to onl one person. That person initiates and then is responsi!le and accounta!le for the action. +. Avoid having too man people with an approval4veto function on an item. This will slow down tas# accomplishment or will negate it altogether. ,. 0f one person has approval4veto involvement on most decisions, that person could !ecome a !ottlenec# for getting things done. -. The assignment functions to persons at times !ecomes difficult. 2or example, a person ma want A4I on an item, !ut not reall need itA a person ma not want 8 responsi!ilit on an item !ut should have itA or two persons each want 7 on a particular item !ut onl one can have it. .. The support function is critical. A person with a support role has to expend resources or produce something that is then used ! the person responsi!le for the action. This support role and its specific demands must !e clarified and clearl assigned.

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7esponsi!ilit 1harting is an effective tool to clear up responsi!ilit diffusion4 the actual lac# of responsi!ilit or supervision when too man people are given responsi!ilit for the same thing. 2or example, at one organi"ation, man decisions had to !e approved ! ever manager up to the 13O. 3ach assumed that errors would !e caught at the next or previous level, and the 13O himself admitted that he didn)t read the form, he @ust signed them. Thus the organi"ation wasted great deal of time, sent an impropriate message to it emplo ees, and ended. >p with less accounta!ilit than if people were given responsi!ilit for their own approvals. A responsi!ilit 1harting session can quic#l identif who is to do what on new decisions as well as help top pinpoint reasons wh old decisions are not !eing accomplished as desired. 7esponsi!ilit 1harting is a good intervention to use to improve the tas# performance or a wor# team. 7esponsi!ilit 1harting "ctors Decisions

-: -esponsibilit$; "<=: "pproval; #: #+pport; : nform

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Q02c. 2evels of Organizational "nal$sis. "nsc. There are atleast three diagnostic approaches for assessing power. *osition "nal$sis focuses on @o!s and responsi!ilities of an individual with the organi"ation . starting with organi"ational chart, the OD practitioner ma#es an estimate of the personal power of #e individuals. 0n addition, he or she attempts to determine the lin#ages of the individuals in question with people outside the organi"ation. A person who represents the compan to a regulator !od , for example, and has access to powerful people outside the compan , is li#el to have considera!le power within the organi"ation. -ep+tational "nal$sis is !ased on the idea that powerful people are #nown to others, and one wa to guage power is to as# a!out an individual)s reputation. Although this could !e su!@ective method, view of people who hold power, this provides more information than stud ing an organi"ational chart. <ore than one person can !e as#ed to improve the relia!ilit of reputional anal sis. Decision "nal$sis attempts to identif people who have directl influenced decisions on organi"ational issues. Although mem!ers of complex organi"ations ma#e hundreds of decisions dail , onl a few decisions are reall important in terms of power and politics. T pical important decisions revolve around issues li#e !udgets, reorgani"ation and #e personnel decisions. 0n stud ing the decision process, informal decision ma#ers4li#e those who provide information to decision ma#ing process also need to !e considered.

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Q0%. Describe in detail the *rincipled >egotiation techni:+e. What is the application of this intervention. "ns0%. *rincipled >egotiations 2isher, >r and 6atton descri!ed this intervention in the !oo# B Fetting to NesC. The following are the stages in this intervention. 1. 6eople: separate the people from the pro!lem. 6eople have different perceptions, feelings and data. These differences need to !e clarified. +. 0nterests: 2ocus on interests, not positions. 6ositions loc# the parties into an adversarial stance and o!scure what their underl ing interest reall are. ,. Options: Fenerate a variet of possi!ilities !efore deciding what to do. A num!er of options can provide flexi!ilit in reaching an agreement, and options can !e invented so that !oth parties gain. -. 1riteria: 0nsist that the results !e !ased on some o!@ective standard. Discussions !ased on o!@ective criteria tend to reduce the pressure and manipulating for dominance, and increase the li#elihood that a resulting agreement will !e percievd as fair. The also recommend four !asic steps a facilitator can use in helping a group invent options: 1. A description of the pro!lem in terms of what)s wrong and what the current s mptoms appear to !e. +. Anal sis of the pro!lem including sorting s mptoms into categories and identif ing !arriers to resolving the pro!lem. ,. Approaches to solving the pro!lem in terms of possi!le strategies and Btheoretical modelsC. -. Action ideasA what might !e done and what specific steps might !e ta#en to deal with the pro!lem.

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Q0(. Write short notes:< a. nter gro+p third part$ interventions. "ns. ntergro+p 'eam b+ilding nterventions The goal of these activities is : 1. To increase communication and interaction !etween groups. +. To reduce the amount of d sfunctional competition ,. To replace a parochial independent point of view with an awareness of a necessit for interdependence of action, calling on the !est efforts of !oth groups. Fenerall , a significant amount of time and energ is spent in competition, misunderstanding. <iscommunication and misperception cause the wor# groups to !ecome d sfunctional and counter productive in an organi"ation. OD methods provide wa s to increase intergroup co4operation and communication as descri!ed in the following interventions. %la#e, 8hepard and <outon designed the following intervention for situations where relations !etween groups are strained or overtl hostile. 8tep 1: The leaders of the two groups meet the consultant and agree to resolve the difference, if an . The commit their time and energ towards the same. 8tep +: the intergroup interventions per se !egin now. The two groups meet in separate rooms and !uild two lists. 0n one list, the give their thoughts, attitudes, feelings and perceptions of the other group4 what the other group is li#e, what it does that gets in their wa and so on. 0n the second list, the group tries to predict what the other group is sa ing a!out them in it)s list4 that is, the tr to anticipate what the other group disli#es a!out them, how the other group sees them and so on. %oth groups !uild these two lists. 8tep ,: :ithout discussion, !oth groups share these lists with one another in presence of the consultant. 8tep -: The two groups return to their meeting places and discussion on what the have learnt a!out themselves ta#e place. Ier often, the discover that man points are !ased on misperceptions and miscommunications. B the difference are not so huge as we had imaginedC is what come out of each group. After this, the next tas# is to prioriti"e issues that still are unresolved. 8tep .: each group shares the list of resolved and unresolved issues and set priorities of item that need immediate attention and which are important. B :ho will do what whenC is agreed upon for most important items. 8tep ': As a follow up, a meeting is held !etween the leaders of these two groups to ensure the act in items are !eing completed. This ensures that the intervention is ta#en seriousl and made useful.

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b. Cross f+nctional teams. "ns. Cross /+nctional 'eams These are important forms of teams in OD context. OD approaches have great utilit in formation and functioning of these teams. 1ross functional teams comprise of individuals from varied functional !ac#ground4 <ar#eting,?7,2inance,Operations,8 stems etc. !ut who meet regularl to solve pro!lems or wor# on pro@ects which require diverse expertise. /arge companies in 0ndia as well as other countries4 Tata <otors, 7eliance, :ipro, <otorola, 2ord, O<, F3 use cross 2unctional teams to deliver high qualit product and services to their customers. Teams can !e ver effective. 0t is almost impossi!le to open a !usiness maga"ine toda without some guru exhorting the !enefits of wor#ing in teams. 0n man situations teams can achieve more than individuals wor#ing on their own. 0n short, teams can !e good, !ut the can also !e !ad. 0n the new organi"ation teams have a critical role to pla . :or# teams are used as the !asic unit of organi"ation. 6ro!lem solving teams are used to improve the wa the organi"ation performs, and management teams are used to develop strateg and to drive the changes. 0f the role of team is to !e positive, people must learn how to ma#e them wor# effectivel . :hat do we mean ! team effectivenessE A team can !e considered to !e effective if their output is @udged to meet or exceed the expectations of the people who receive the output. This is a question of the customer !eing right. 0f the team has !een given some tas# to perform, the people who have given them the tas# are the people who will @udge whether the result is satisfactor . 6roducing a qualit output is not enough to @udge the effectiveness of the team. The second criteria is that the team should still !e a!le function effectivel after the have completed their tas#. 0t should not !e torn apart ! dissension. This is not @ust a question of the mem!ers of the team still !eing on spea#ing terms. 0t means that after the team has !een dis!anded, the people should have an enhanced wor#ing relationship that !enefits the organi"ation. 2inall , effectiveness is @udged ! whether the team feels satisfied with its efforts. 0f the team mem!ers are pleased with their efforts, if the experience has !een a good one, if time spent awa from their normal wor# has !een worth the effort, the team has li#el !een effective.

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Q0.. What is Q+alit$ Circle& E!plain the motivational "spects of Q+alit$ Circle. "ns. Qualit 1ircles are largel a Gapanese s nthesis of American ideas pertaining to statistical qualit control and group d namics. The outcome of qualit circle is currentl popular nationall and internationall . <an of these circles have failed !ecause of negligence and lac# of efforts. To !e successful, the qualit circle requires management support and involvement. What is Q+alit$ Circle& This is a voluntar association of a group of persons wor#ing in same or similar t pe of @o! at the same wor# area who meet regularl one hour a wee# during their normal wor#ing time o discuss a!out their wor# related pro!lems and arrive at a solution which can !e implemented ! them without additional cost or at a marginal cost. This group will ideall consists of * to 1D mem!ers !ut it should never !e less than . or more than 1. in num!er !ecause with less num!er of sufficient ideas ma not come up and more num!er in depth discussion will not !e possi!le. There is a strict discipline in !oth formation and wor#ing of the group. /et us stud the process of formation of the Qualit 1ircle and the method of their wor#ing. 6rocess of Froup 2ormation: the total qualit circle s stem has - stages of formation starting from the group. 1. #teering Committee: This is an apex multidisciplinar group consisting of senior executives of production, maintenance and personal. 2inance, ?7D, Qualit control etc. areas along with one or two senior level Trade >nion /eaders. The total num!er of mem!er should not exceed 1.. The 1hief 3xecutive would normall !e the chairman of the committee. This committee will decide the areas where Qualit 1ircle programs should !e stared. The will give !road guidelines to the circles and monitor the activities regularl . This is essential for two reasons. a. Once the wor#ers #now that the top management is reall serious a!out the circles, then will tend to ta#e more interest, otherwise the ma feel that it is et another fad of the management. !. 8ince compan )s time will !e spent for Qualit 1ircle, which in other words means some cost to the organi"ationA the committee would li#e to ensure adequate return on investment. 0f the return will !e favoura!le than it will !e a great motivator to go for more qualit circles.

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+. /acilitators: ?e is a person who is elected ! the steering 1ommittee to co4 ordinate and direct the activities of different qualit circles in his area of responsi!ilit . ?e has to !e speciall trained in Q1 methodolog . An external 1onsultanc ma !e engaged to start without it would !e desira!le to have one in house person facilitator. ,. 2eader : 0nitiall to start the Q1 program the leader of the group will !e selected ! the 2acilitator with the approval of the steering committee. %ut once the Q1 get going there is no !ar for the mem!ers to select their own leaders of the group in their da to da wor#ing should !e the leader of the Q1 group also so that implementation part of the @o! will !e easier. -. Members: Ioluntar mem!ership of the circle would !e called for after the facilitator has explained the philosoph of Q1 and the need to start such circles in that area of wor#. As mentioned earlier the mem!ers should !e wor#ing in the same or similar t pe of @o! in the same area. 0f the mem!ers of the volunteers !ecome too man , then more than one Q1 can !e formed #eeping in view of the ideal num!er as * to 1D. this mem!er will !e speciall trained in pro!lem anal sis and pro!lem solving . thus the Q1 mem!ers will !e carefull trained persons and not @ust a group of voluntar wor#ers. The facilitator and the leaders will naturall see to it that the right t pe of volunteer is associated in the right t pe of Q1.

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