Q.7. IMPLEMENTATION & ASSESSMENT OF OD
BEHAVIOUR MODELLING
Organizational development (OD) is a set of planned
interventions designed to improve organizational
effectiveness and employee wellbeing.
OD Implementation Techniques
The techniques for the implementation of OD can be
categorized into two:
1. Process-Focused Techniques
2. Structural-Focused Techniques
1. Process-Focused Techniques The emphasis of
process change techniques is on the process to
accomplish change. Intervention methods in this
category include
a) Survey Feedback
Three basic steps are employed in Survey Feedback:
First, a questionnaire is typically completed by all
members of a work group or whole organization to
collect their perceptions and attitudes.
In the second step, data are fed back to the
organization members, usually during group
meetings.
Finally, specific plans for dealing with the
problems identified by the survey are developed.
b) Team Building
Team building may begin by having organization
members define the goals of the work group.
Following this, group members can evaluate the
group's performance. This may identify potential
problem areas.
Next, each team member's role can be identified
and clarified. Previous ambiguities may be brought to
the surface.
Finally, key processes that go on within the team are
analysed to identify how these processes might be
improved, resulting in greater team effectiveness.
c) Process Consultation In process consultation,
often an outside consultant helps the manager
perceive, understand and act on process events.
The consultant gives the manager insight into what is
going on around him, within him, and between him
and other people. The consultant provides guidance to
help the manager diagnose what processes need to be
IMROVES
d) Quality of Work Life
Quality of work life can be defined as any activity
undertaken by a work group or whole organization
for the purpose of improving conditions that affect a
group member's experience with a work group or
organization.
2. Structural-Focused Techniques
Commonly used structural approaches to change are:
a) Goal Setting
A goal-setting program is organization-wide, in which
a better fit between individual and organization
goals is achieved. Top leaders set their
operating goals, followed by meetings with
the second level of administrators during which
their goals are mutually set. These managers then
meet with their department heads to help set their
goals, and so on down the hierarchy to the lowest
level in the organization.
b) Job RedesignJob redesign can be defined as a
deliberate, planned restructuring of the way tasks
are performed with the purpose of improving
performance. Job redesign includes organizational
change techniques, such as job enrichment,
specialization, job engineering, job rotation, job
enlargement, and autonomous task groups.
c) Quality CirclesA quality circle is a voluntary group
of five to ten members, typically from similar jobs or
the same work group, who meet periodically to
identify and solve work-related problems.
Each quality circle usually has an appointed group
leader. Groups focus on departmental and
organizational goals and submit proposals for change
to management. A steering committee, consisting of
people from all levels and areas of the organization,
typically review proposals, accept or reject them, and
allocate resources for implementation.
ASSESSMENT OF OD
OD Assessment is concerned with providing feedback
to the practitioner and organization members about
the progress and the impact of interventions.
The basic components of OD assessment are:
1. Objectives: The objective of an assessment is to gain
knowledge and insight into the efficacy and design of
the main change program.
2.Worth or value: The worth or value for the focal
variables which can be an individual, object, situation
or a program.
3. Measurement: The technique of measurement of
social variables is done through psychometric tests.
4. Comparison: The data obtained from the
measurement can be compared from the data
measured from other reference.
5. Conclusion: It is arriving at a judgment after
comparison is made.
Criteria for OD Assessment
1.Efficiency Measurement of Evaluation: The
prime objective in efficiency evaluation to determine
wastage and explore ways
2.Intervention Evaluation: It is concerned with
examination of the transformational process.
3.Effectiveness Evaluation: It is the assessment of
outcomes from a given set of inputs through process.
4.Cost Benefit Analysis: It is to assess the benefits
from a given level of inputs.
Key Aspects of OD Assessment
Two key aspects of the evaluation are
a. Measurement: This involves two activities:
i. Selecting the appropriate variables: The variables
measured in OD evaluation should derive from the
conceptual model underlying the intervention.
ii. Designing good measures: A good measure
should be both operationally defined and reliabe
b. Research Design
OD practitioners must make choices about how to
design the evaluation to achieve valid results. The key
issue is how to design the assessment to show
whether the intervention did in fact produced the
desired result. This is called internal validity. The
secondary situation that whether the intervention
would work similarly in other situations is
referred to as external validity. Assessing the
internal validity of an intervention is in effect,
testing a
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Q.8. T-GROUP TRAINING:
T- Group Training is a technique of the job training
method. The T-Group provides participants with an
opportunity to learn about themselves, their impact
on others and how to function more effectively
in group and interpersonal situations. It facilitates
this learning by bringing together a small group of
people, 10 to 15 persons, for the purpose of
studying their own behaviour when they interact
within a small group. Usually there is no leader, no
planned agenda and stated goal.
The trainees can be given any assignment like case
study, role play, etc., that leads the group
interaction. The trainees would be encouraged to
be thoughtful and understanding towards the feeling
of others. The trainees should feel secure to
express their personal feeling and reactions to what
happening in the group and understand the others
behaviour and feelings. Here emphasis is on face to
face interaction.
T-Group provide learners opportunity to -
Increase skill in facilitating group effectiveness.
Increase interpersonal skills.
Experiment with changes in behaviours.
Increase understanding of the impact of behaviour
on others. Increase sensitivity to other’s feelings.
Increase ability to give and receive feedback.
Increase ability to learn from own and a group’s
experience.
Increase ability to manage and utilize conflict.
Sources of Changes in T- Group is as follows -
Self-observation - Participants give more attention
to their own intentions, feelings etc.
Feedback - Participants receive information on the
impact they have on others.
Insight - Participants expand self-knowledge.
Self-disclosure - Participants exposes more of
themselves to others. Universality - Participants
experience that others share their difficulties,
concerns or hopes. Group Cohesion -
Participants experience trust, acceptance &
understanding. Cope - Participant see others learn,
achieve their goals, improve and cope more
Q.9.
Behaviour modelling training has become one of the
most widely used, well- researched and highly
regarded psychologically based training
interventions. The approach, based on Bandura’s
social learning theory, differs from other training
methods with its emphasis on
(a) Describing to trainees a set of well-defined skills
to be learned, (b) Providing a model displaying the
effective use of those skills,
(c) Providing opportunities for trainees to practice
using those skills, (d) Providing feedback and social
reinforcement to trainees, and
(e) Taking steps to maximize the transfer of those
skills to the job
The basic behaviour modelling involves the following 5
steps:
(a) Learning points: At the beginning, the essential
goals and objectives of the programme are stated.
(b) Modelling: Trainees watch films or videotapes
of a model manager dealing with the situations.
(c) Role playing: Trainees participate in extensive
rehearsal of the skills shown by the models.
(d) Social reinforcement: The trainer offers
reinforcement in the form of feedback based on
how the trainee performs in the role-playing
situation.
(e) Transfer of learning: Finally, trainees are
encouraged to apply their new skills.
Advantages of behaviour modelling
(a) Its cost is low as compared to other methods.
(b) It focuses on real behaviour rather than theories.
(c) It can have positive impact on the workplace
and improve individual success and reach
organizational results.
(d) Helps employees to engage in positive manner in
any problem situation.
Disadvantages of behaviour modelling
a)It lacks adequate theory.
b) Lack of incorrect behaviour examples which
often lead to imperfect understanding
Q.10.COACHING AND MENTORING
Coaching and mentoring are two types of employee
development programs undertaken with the objective
to raise their level of performance.
Coaching: In coaching, an individual or a group
learns to improve their performances through
workshops, seminars, and other similar activities. In
this process, a trainer is provided to the learners
to give training to the employees and analyse their
performances.
Mentoring: In mentoring, the mentor possesses
good knowledge and experience shares it with
another person called mentee who is having less
knowledge and expertise to help him out in the
development of his career, improving his self-esteem,
enhancing productivity, etc.
Similarities between Coaching and Mentoring
Facilitate the exploration of needs, motivations,
desires and skills
Use questioning techniques to facilitate client’s
own thought processes
Observe, listen and ask questions to understand the
client’s situation
Creatively apply tools and techniques.
Encourage commitment and the development of
lasting personal growth
Maintain unconditional positive regard for the
client
Ensure that clients develop personal competencies.
Evaluate the outcomes of the process, using
objective measures
Encourage clients to continually improve
competencies.
Work within their area of personal competence.
Key Differences between Coaching and Mentoring
1. Coaching is the help given by an expert to an
individual for the improvement of his performance.
Mentoring is an activity where a person guides a less
experienced person.
2. Coaching is task oriented, but mentoring is relationship
driven.
3. Coaching is for a short term, whereas mentoring lasts
for a longer duration.
4.Coaching is well planned and structured while mentoring is
an informal one.
5.Coach imparts coaching, but a mentor provides mentoring.
6. Coach is an expert in the concerned field whereas mentor
possesses high knowledge and experience.
7. Coaching aims at improving the performance of an
employee, whereas, mentoring