Model Test Paper_O.D.

7/25/2019 Model Test Paper_O.D.

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Q.1 Organization Development is gaining recognition as an important tool for creating excellence in

the organization. Kindly discuss the trends and practices and challenges in terms of ethical issues that

you would see in the future of OD.

Ans. Organization development (OD) is a deliberately planned effort to increase an organization's relevance

and viability. Vasudevan has ref erred to OD as, future readiness to meet change, thus a systemic learning and

development strategy intended to change the basics of beliefs, attitudes and relevance of values, and structure

of the current organization to better absorb disruptive technologies, shrinking or eploding market

opportunities and ensuing challenges and chaos. OD is the frame!ork for a change process designed to lead

to desirable positive impact to all stakeholders and the environment. OD can design interventions !ith

application of several multidisciplinary methods and research besides traditional OD approaches.

Modern Development

"n recent years, serious #uestioning has emerged about the relevance of OD to managing change in modern

organizations. $he need for %reinventing% the field has become a topic that even some of its %founding

fathers% are discussing critically.

&ith this call for reinvention and change, scholars have begun to eamine organizational development from

an emotionbased standpoint. or eample, delerk (*++) !rites about ho! emotional trauma can

negatively affect performance. Due to do!nsizing, outsourcing, mergers, restructuring, continual changes,

invasions of privacy, harassment, and abuses of po!er, many employees eperience the emotions of

aggression, aniety, apprehension, cynicism, and fear, !hich can lead to performance decreases. delerk

(*++) suggests that in order to heal the trauma and increase performance, O.D. practitioners must

ackno!ledge the eistence of the trauma, provide a safe place for employees to discuss their feelings,

symbolize the trauma and put it into perspective, and then allo! for and deal !ith the emotional responses.

One method of achieving this is by having employees dra! pictures of !hat they feel about the situation, and

then having them eplain their dra!ings !ith each other. Dra!ing pictures is beneficial because it allo!semployees to epress emotions they normally !ould not be able to put into !ords. -lso, dra!ings often

prompt active participation in the activity, as everyone is re#uired to dra! a picture and then discuss its

meaning.

$he use of ne! technologies combined !ith globalization has also shifted the field of organization

development. oland /ullivan (*++0) defined Organization Development !ith participants at the 1st

Organization Development 2onference for -sia in Dubai*++0 as %Organization Development is a

transformative leap to a desired vision !here strategies and systems align, in the light of local culture !ith an

innovative and authentic leadership style using the support of high tech tools, a busy future, full of

opportunities and learning challenges. "n a recent pro3ect 4ozenter eplored the current and future impact of

several interrelated macro forces and their implications for the future of OD. -s a result of today5s macro

forces several trends are emerging, /ome trends are epected and obvious6

OD practitioners face their reach into relatively ne! territory. $hese ne! trends include7

• 8pended use of OD as organizations meet the challenges of today5s macro forces.

• 9e! 2onvergence of OD skills and business competencies.

• 9e! approaches that embrace !hole system change

http://en.wikipedia.org/w/index.php?title=Vasudevan&action=edit&redlink=1

http://en.wikipedia.org/w/index.php?title=Vasudevan&action=edit&redlink=1



• OD as a catalyst for profitable partnerships and alliances

• 2ontinuous learning as a prere#uisite foe success in *1st century.

Macro orces !"heir #urrent and uture $mpact

:elo! are the macro forces !hich have been found most impactful because of their fre#uency of citations

and their apparent impact on organizational strategies and future survivability.

•

"echnology$echnology continues to eert the biggest current and future impact on organizations, survey

respondents said. $he average for all intervie!ees !as ;.; no! and ;.0* in three years. 8ternal

practitioners predicted the biggest impact, given the formation of ne! industries, companies,

relationships, markets, and distribution channels. -t the same time the "nternet and intranets are

changing the !ay employees interact !ith customers and each other. 2hanging technology, they

noted, re#uires ne! competencies<computer and communication skills, customer friendliness, fast

reaction, and acceptance of change.

• #onstant change

2onstant change is a !ay of life. espondents observed that as technology blurs geographic

boundaries and enables increased global competition, their organizations must continually adapt

organizational design, products, and services to meet evolving customer needs.

%artnerships

=artnerships and -lliances are increasing as companies realize it is not al!ays desirable to manage all

stages of the value chain. 4any research respondents, ans!ering the openended #uestions, said they

!ere currently involved in or thinking about partnering !ith others. -verage #uantitative ratings,

reflect the epectations of gro!th in this area. Organizational culture integration, domestic or

international, !as mentioned most often as the biggest challenges for alliances.

Diversity

Diversity in the !orkforce has a medium impact today6 ho!ever, survey respondents see this trendincreasing in the future by the largest percentage of the forces studied. /urprisingly, many still see

diversity as an affirmative action issue instead of a potential strategic advantage. 4ost said diversity

(countries, languages, and cultures) !ould become an issue due to globalization.

&xpanded 'se of OD to Meet the #hallenges of "oday(s Macro orces

$he easiest trend to predict is a gro!ing reliance on OD as the catalyst for enhancing productivity and

profitability. One practitioner commented that, !hen he began his !ork at >arvard in the 5+s, there !ere

only t!o or three books a year on OD, and no! there are so many OD books he couldn5t keep up. 4ore

eecutives are reading these books, and publications such as Harvard Business Review are publishing more

ODrelated articles. -lso, 4:- curricula include more OD principles. One line manager intervie!ed hires

engineers from 2arnegie 4ellon, =urdue, and 4"$, !ho have brought in and implemented OD concepts

(intervie!, December ;, 1??@).

&hat does this mean to OD practitionersA $heir client companies must become more competent at change

management and other OD competencies that enable employees to capture, analyze, and use information to

maimize their performance. "n the 1??? !inter edition of Leader to Leader, a study compares returns for

lo! and high users of total #uality management, reengineering, and employee involvement. $heir data



clearly indicate that high use of OD interventions results in high returns to investors. OD practitioners can

help in areas such as the follo!ing7

• -ligning vision, organizational design, culture, compensation, and strategy

• 2reating tools, climate, and processes that induce constant learning

• >elping employees develop strong interpersonal skills to !ork on teams, net!ork, and manage

conflict all along the value chain.

#onclusion

"t can conclude that the OD practitioners are driven by organizational challenges brought on by several

macro forces especially by changing technology. "t also indicates that those forces and challenges they

create, OD !ill be called on to implement kno!ledge management system, create culture of constant

learning, design fleible organization structure and facilitate change in the organization.

&hat does this mean for the future of ODA =ropelled by technology advances, today5s macro forces !ill

spa!n a ne! !ay of doing business !hole systems approaches that blend business skills and human skills,

create innumerable opportunities for partnerships and alliances, and profit from kno!ledge management and

learning.

4anaging in this ne! arena !ill be challenging. OD practitioners can build on their eisting kno!ledge andepand their activities from isolated interventions to !hole system design and support. Organizations !ill

rely on OD to solve problems, start up ne! relationships and processes, and sustain cultures that foster

productivity. /imply put, OD !ill become a necessity for organizations seeking competitive edge in our

global constantly changing economy

Q.) *"he iterative cycle of research and action involves considera+le colla+oration among

organization mem+ers and OD practitioners,- ith support of this statement explain action research

tools for self analysis and self renewal.

Ans. $he classical action research model focuses on planned change as a cyclical process in !hich initial

research about the organization provides information to guide subse#uent action. $hen the results of the

action are assessed to provide further information to guide subse#uent action and so on. $his iterative cycle

of research and action involves considerable collaboration among organization members and OD

practitioners. "t places heavy emphasis on data gathering and diagnosis prior to action planning and

implementation, as !ell as careful evaluation of results after action is taken. -ction research sets in motion a

long range, cyclical, self correcting mechanism for maintaining and enhancing the effectiveness of the

client5s system by leaving the system !ith practical and useful tools for self analysis and self rene!al

-ction research is traditionally aimed at both, helping specific organizations implement planned change and

at developing more general kno!ledge that can be applied to other settings. $he cyclical phases of planned

change as defined by the traditional action research model consist of eight steps7

1. %ro+lem $dentification/ the stage usually begins !hen an eecutive in the organization or someone

!ith po!er and influence senses that the organization has one or more problems that might be solved

!ith the help of OD practitioner.



*. #onsultation with a +ehavioural science expert/ During the initial contact, the OD practitioner and

the client carefully assess each other. $he practitioner has hisBher o!n normative, developmental

theory or frame of reference and must be conscious of those assumptions and values.

C. Data gathering and preliminary diagnosis/ $his step is often completed by the OD practitioner,

often in con3unction !ith the organization members. "t involves gathering appropriate information

and analyzing it to determine the underlying causes of organizational problems. &hen gathering

diagnostic information, OD practitioners may influence members from !hom they are collectingdata. "n OD, any action by the OD practitioner can be vie!ed as an intervention that !ill have some

effect on the organization.

;. eed+ac0 to a 0ey client or group/ -s action research is a collaborative activity, the diagnostic data

are fed back to the client, usually in a group or !ork team meeting. $he feedback helps the members

determine the strengths ad !eaknesses of the organization.

0. oint diagnosis of the pro+lem/ 4embers discuss the feedback and eplore !ith the OD practitioner

!hether they !ant to !ork on identified problems. - close interrelationship eists among data

gathering, feedback and diagnosis because the consultant summarizes the basic data from the client

members and presents the data to them for validation and further diagnosis.

. oint action planning/ $he OD practitioner and the client members 3ointly agree on further actions

to be taken. -t this stage, the specific action to be taken depends on the culture, technology and the

environment of the organization, the diagnosis of the problem and the time and epense of the

intervention.

. Action/ $his stage involves the actual change from one organization state to another.

@. Data gathering after action/ -s action research is a cyclical process, data must also be gathered

after the action has been taken to measure and determine the effects of the action and to feed the

results back to the organization.

$he stages can also be depicted !ith the help of the follo!ing diagram7



$he actionresearch model sho!n in the above figure closely follo!s Ee!in's repetitive cycle of

planning, action, and measuring results. "t also illustrates other aspects of Ee!in's general model of

change. -s indicated in the diagram, the planning stage is a period of unfreezing, or problem a!areness.

$he action stage is a period of changing, i.e., trying out ne! forms of behavior in an effort to understand

and cope !ith the system's problems.

$he action research model is being refined and etended to ne! settings and applications. $he

contemporary applications of action research have substantially increased the degree of member

involvement in the change process. $his contrasts !ith the traditional approaches to planned change,

!hereby consultants carried out most of the change activities, !ith the agreement and collaboration of

management. -lthough, consultant dominated change still persists in OD, there is a gro!ing tendency to

involve organization members in learning about their organization and ho! to change it. -lso referred to

as participatory action research, action learning, action science or self design, this approach to planned

change emphasizes the need for organization members to learn first hand about planned change if they

are to gain the kno!ledge and skills needed to change the organization.

"n this modification of action research, the role of OD consultants is to !ork !ith members to facilitatethe learning process. :oth parties are FcolearnersG in diagnosing the organization, designing changes

and implementing and assessing them. 8ach participant learns from the change process. Organization

members learn ho! to change their organization and ho! to refine and improve it. OD consultants learn

ho! to facilitate comple organizational change and learning.

$o summarise, action research is problem centered, client centered, and action oriented. "t involves the

client system in a diagnostic, activelearning, problemfinding and problemsolving process. Data are not

simply returned in the form of a !ritten report but instead are fed back in open 3oint sessions, and the

client and the change agent collaborate in identifying and ranking specific problems, in devising methods

for finding their real causes and in developing plans for coping !ith them realistically and practically.

/cientific method in the form of data gathering, forming hypotheses, testing hypotheses and measuring

results, although not pursued as rigorously as in the laboratory, is nevertheless an integral part of the

process. -ction research also sets in motion a longrange, cyclical, selfcorrecting mechanism for

maintaining and enhancing the effectiveness of the client's system by leaving the system !ith practical

and useful tools for selfanalysis and selfrene!al.

Q2. *"he changes within an organization ta0e place in response +oth to +usiness and economic events

and to processes of management perception3 choice and action,. $n the light of given statement discuss

the factors that stimulate change in the organization.

Ans. $he businesses that continue to survive and even thrive are usually the ones that most readily adapt to

change.$here are a number of specific, even obvious factors !hich !ill necessitate movement from the status #uo. $he

most obvious of these relate to changes in the eternal environment !hich trigger reaction. >o!ever, to attribute change

entirely to the environment !ould be a denial of etreme magnitude. $his !ould imply that organizations

!ere merely bobbing about on a turbulent sea of change, unable to influence or eercise direction. -s

societies continue to evolve and changing demand creates the need for ne! products and services, businesses

often are forced to make changes to stay competitive.



4anagers perceive the internal contet of change as it relates to structure, culture, systems of po!er and

control, !hich gives them further clues about !hether it is !orth trying to introduce change. $he follo!ing

factors can act as stimulators for change in the organization7

1. &xternal orces/

a) Mar0et 4ituation 5 #ompetition/ $he entrance of a ne! competitor into a market can cause a business to change its marketing strategy.$he needs and habits of consumers also change.

Organizations must change to survive and gro! in such markets.

+6 "echnology/ apid technological changes shorten the life of many products and services.

8isting plants and machines become obsolete. Organization can ignore technological

developments at the cost of their survival.

c) %opulation dynamics/ 2hanging age distribution of population may cause shortage of skilled

people and may accentuate different life styles. Heographic movement of people may re#uire

changes in marketing strategies.

d) %olitical and legal system/ elations bet!een business and governmental are improving. Eegal

provisions concerning the corporate sector are changing rapidly. $ransactional corporations and

other international developments are forcing organizations to modify their structures and plans.

). $nternal orces/

a) Deficiencies in the existing system7 2hanges are necessary !hen the present structure or

processes are not capable of achieving organizational ob3ectives. Inmanageable span of control,

narro! specialization, multiplication of committees, etc. are the main loopholes in an

organization.

b) #hanges in Managerial %ersonnel7 ne! managers replace the earlier ones due to retirement,

resignation, transfer and promotion. -s a result, ne! values and ideas enter the organization.

2hanges take place in the informal relationships also.

c) Other #hanges7 need for improving productivity and #uality of !ork life, scarcity of certain

resources, are the other internal sources of change. -nother internal force is the domino effect

!hich means one change triggers off a se#uence of supporting changes.

$hese stimulators cause pressure for change in the organization. :ut due to resisting forces, it is very

difficult to implement the desired changes. Ee!in identified three !ays that organizational change could be

accomplished7

J 2hanging the individuals !ho !ork in the organization (their skills, values, attitudes and eventually

behavior) K !ith an eye to instrumental organizational change

J 2hanging various organizational structures and systems K re!ard systems, reporting relationships,

!ork designs

J Directly changing the organizational climate or interpersonal style K ho! often people are !ith each

other, ho! conflict is managed, ho! decisions are made.



Q7. hat do you understand +y OD interventions8 Discuss the +asis to categorize OD interventions."9

:roup intervention and ;ole Analysis "echni<ue.

Ans. $he term "ntervention refers to a set of se#uenced, planned actions or events intended to

help an organization to increase its effectiveness. "nterventions purposely disrupt the

status #uo6 they are deliberate attempts to change an organization or subunit to!ard a

different and more effective state.

"n OD three ma3or criteria define the effectiveness of an intervention7

1. $he 8tent to &hich it (the "ntervention) fits the needs of the organization.

*. $he degree to !hich it is based on causal kno!ledge of intended outcomes

C. $he etent to !hich the OD intervention transfers changemanagement skill amongst the members of

organization.

$="&;>&="$O= #A"&:O;$&4

A. ?uman %rocess $nterventions

-. $he follo!ing interventions deal !ith interpersonal relationships and group

dynamics.

1. $ Hroups7 $he basic $ Hroup brings ten to fifteen strangers together !ith a professional

trainer to eamine the social dynamics that emerge from their interactions.

*. =rocess 2onsultation7 $his intervention focuses on interpersonal relations and

social dynamics occurring in !ork groups.

C. $hird =arty "nterventions7 $his change method is a form of process consultation

aimed at dysfunctional interpersonal relations in organizations.

;. $eam :uilding7 $his intervention helps !ork groups become more effective inaccomplishing tasks.

:. $he follo!ing "nterventions deal !ith human processes that are more system

!ide than individualistic or smallgroup oriented.

1. Organization 2onfrontation 4eeting7 $his change method mobilizes

organization members to identify problems, set action targets, and begin !orking

on problems.

*. "ntergroup elations7 $hese interventions are designed to improve interactions

among different groups or departments in organizations.

C. Eargegroup "nterventions7 $hese interventions involve getting abroad variety

of stakeholders into a large meeting to clarify important values, to develop ne!

!ays of !orking, to articulate a ne! vision for the organization, or to solve

pressing organizational problems.

;. Hrid Organization Development7 $his normative intervention specifies a

particular !ay to manage an organization.

@. "echno94tructural $nterventions

$hese interventions deal !ith an organization5s technology (for eamples its task

methods and 3ob design) and structure (for eample, division of labor and hierarchy). $hese



interventions are rooted in the disciplines of engineering, sociology, and psychology and in

the applied fields of sociotechnical systems and organization design.

2onsultants place emphasis both on productivity and human fulfillment.

1. /tructural Design7 $his change process concerns the organization5s division of

labor K ho! to specialize task performances. Diagnostic guidelines eist to determine !hich

structure is appropriate for particular organizational environments, technologies, and

conditions.

*. Do!nsizing7 $his intervention reduces costs and bureaucracy by decreasing the

size of the organization through personnel layoffs, organization redesign, and

outsourcing.

C. eengineering7 $his recent intervention radically redesigns the organization5s

core !ork processes to create tighter linkage and coordination among the different

tasks

;. =arallel /tructures

0. >ighinvolvement Organizations (>"O5s)

. $otal Luality 4anagement. &ork design7 $his refers to OD interventions aimed at creating 3obs, and !ork

groups that generate high levels of employee fulfillment and productivity.

2. ?uman ;esource Management $nterventions

1. Hoal /etting7 $his change program involves setting clear and challenging goals.

"t attempts to improve organization effectiveness by establishing a better fit

bet!een personal and organizational ob3ectives.

*. =erformance -ppraisal7 $his intervention is a systematic process of 3ointly

assessing !orkrelated achievements, strengths and !eaknesses,

C. e!ard /ystems7 $his intervention involves the design of organizational re!ards

to improve employee satisfaction and performance.;. 2areer =lanning and development7 "t generally focuses on

managers and professional staff and is seen as a !ay of improving the #uality of

their !ork life.

0. 4anaging !orkforce diversity7 "mportant trends, such

as the increasing number of !omen, ethnic minorities, and physically and

mentally challenged people in the !orkforce, re#uire a more fleible set of

policies and practices.

. 8mployee &ellness7 $hese interventions include employee assistance programs

(8-=s) and stress management.

D. 4trategic $nterventions

$hese interventions link the internal functioning of the organization to the larger

environment and transform the organization to keep pace !ith changing conditions.

1. "ntegrated /trategic 2hange7 "t argues that business strategies and organizational systems must be

changed together in response to eternal and internal disruptions. - strategic change plan helps

members manage the transition bet!een a current strategy and organization design and the desired future

strategic orientation.



*. $ransorganization development7 $his intervention helps organizations to enter

into alliances, partnerships and 3oint ventures to perform tasks or solve problems

that are too comple for single organizations to resolve

C. 4erger and -c#uisition "ntegration7 $his intervention describes ho! OD

practitioners can assist t!o or more organizations to form a ne! entity.

;. 2ulture 2hange7 $his intervention helps organizations to develop cultures

(behaviors, values, beliefs and norms) appropriate to their strategies and

environments.0. /elfdesigning organizations7 $his change program helps organizations gain the

capacity to alter themselves fundamentally. "t is a highly participative process,

involving multiple stakeholders in setting strategic directions and designing and

implementing appropriate structures and processes.

Q. rite +rief notes on any three of the following9

Ba6 :rid OD

B+6 "9:roup $ntervention

Bc6 Organizational Diagnosis/ "he 4ix @ox ModelBd6 ;ole Analysis "echni<ue

Be6 "hird part interventions

Ba6 :rid OD

Ans. H"D OD !as designed by obert . :lake and Mane /. 4outon. "t is a si phase programme lasting for

about three to five years in !hich an organization can move systematically from the stage of eamining

managerial behavior and style to the development and implementation of an Nideal strategic corporate model5.

$he program utilizes a considerable number of instruments, enabling individuals and groups to assess their

o!n strengths and !eaknesses6 it focuses on skills, kno!ledge, and processes necessary for effectiveness at

the individual, group, intergroup and total organization levels.

H"D OD is based on the concepts and methods of the 4anagerial Hrid. -s per :lake and 4outon, the single

most premise on !hich H"D OD rests is that the ?,? management style is ackno!ledged universally by

managers as the soundest !ay to manage to achieve ecellence. $he si phases of H"D OD combine

behavioral science concepts and rigorous business logic. $he phases are as follo!s7

=rephase7 :efore an organization begins a Hrid organization development program, selected key managers

!ho !ill later be instructors in the organization attend a Hrid seminar !eaklong.

=hase 17 $he 4anagerial Hrid7 - Hrid /eminar, conduced by in company managers, is given to all the

managers of the organization. $o assessing an individual's managerial styles6 problem solving, criti#uing, andincrease communication skills.

=hase *7 $eam!ork Development7 $he focus of this phase is !ork teams in the organization. $he goal is

perfecting team!ork in the organization through analysis of team culture, traditions etc.

=hase C7 "ntergroup Development7 $he focus of this phase is intergroup relations, and the goal of this phase isto move groups from their ineffective, often !inlose actual !ays of relating bet!een groups to!ard an ideal

model of intergroup relations.

=hase ;7 Developing an "deal /trategic 2orporate 4odel7 $he focus shifts to corporate strategic planning, !ith

the goal being to learn the concepts and the skills of corporate logic necessary to achieve corporate ecellence.

=hase 07 "mplementing the "deal /trategic 4odel "n several different steps, the organization seeks to

implement the model of corporate ecellent developed in phases to eecute the conversion.

=hase 7 /ystematic 2riti#ue7 $he result of the Hrid OD program, from prephase to postphase 0, are

measured. /ystematic criti#uing, measuring, and evaluating lead to kno!ledge of !hat progress has been

made and !hat ne! opportunities have developed that may be eploited.

Hrid OD is an approach to organization improvement that is complete, systematic, but difficult. /ignificant

organizational improvements sho!ed up on such %bottomline% measure as greater profits, lo!er costs, and

less !aste.



B+6 "9:roup $ntervention

Ans.$group intervention, a type of interpersonal interventions in an OD program, helps !orkers

become more a!are of their o!n and their co!orker's behavior patterns. $Hroup ($raining Hroup) is

a small unstructured group in !hich the participants learn from their o!n interactions and evolving

dynamics about issues pertaining to interpersonal relations, group dynamics and leadership. $his is

also primarily kno!n as /ensitivity training and is a training approach based on eperiential learning.

$Hroups function under fe! assumptions7

a) Eearning is the responsibility of participants6 b) $he role of trainer is to facilitate the eamination and understanding of the eperiences in the group6

c) Eearning is largely a combination of eperiences and conceptualization and uses the eperiential

learning cycle7

d) =eople5s learning is optimized !hen they establish authentic relationships !ith others6 and

e) $he development of ne! skills (in !orking !ith people) is maimized as they eamine the basic

values, ac#uire concepts and theories, practice ne! behaviours and obtain feedback.

"n a group, around 1+1* participants assemble together and !ork !ith a facilitator to discover something

about themselves < their strengths, styles, interpersonal relationships, participation in the group, ho!

they are perceived by others etc. $he group does not have any predetermined agenda and evolves its

o!n agenda over the time. $he participants act as a resource to each other and help in creating a climate,

!hich is conducive to discovery through the data generated in the group. $he group evolves like a

laboratory !here learning takes place mainly through eperiencing, reflecting, hypothesizing,

eperimenting and conceptualizing rather than through lectures. $he individual is encouraged to epress

oneself and increase one5s personal and interpersonal effectiveness in the group setting.

$Hroup $raining normally adopts t!o paths (directions)7i) $o gain deeper understanding about self and personal gro!th (interpersonal focus)6 andii) to eplore group dynamics and relationship bet!een members. $his leads to team building

interventions ("nterpersonal and organizational focus).

or eample, a group of managers in a marketing department might participate in a $group together. $he

members !ould then describe their perception of each member's behavior and the group might suggest

improvements. inally, each member !ould identify areas of personal improvement and then act to make

changes. $he end result !ould be that the team !ould become more proficient because of greater

understanding and subse#uent efforts to improve.

Bc6 Organizational Diagnosis/ "he 4ix @ox Model

-ns. $he sibo model is a frame!ork developed by the -merican analyst 4arvin &eisbord to

assess the functioning of organizations. "t is a generic frame!ork and is intended for use across a

!ide variety of organizations. "t is based mainly on the techni#ues and assumptions of the field of

organizational development. $he model represents a particular !ay of looking at organizational

structure and design. "t gives attention to issues such as planning, incentives and re!ards, the role of

support functions such as personnel, internal competitions among organizational units, standards for



remuneration, partnerships, hierarchies and the delegation of authority, organizational control,

accountability and performance assessment. $he model also follo!s the basic 'systems' approach to

organizational functioning including the !ellkno!n inputs and 'outputs' categories.$he sibo

model is comprised of the follo!ing components (boes)7

1. %urposes/ &hat 'businesses' are !e inA

*. 4tructure/ >o! do !e divide up the !orkA

C. ;elationships/ >o! do !e manage conflict (coordinate) among peopleA &ith our technologiesA

;. ;ewards/ "s there an incentive for doing all that needs doingA

0. Ceadership/ "s someone keeping the boes in balanceA

. ?elpful mechanisms/ >ave !e ade#uate coordinating technologiesA

Bd6 ;ole Analysis "echni<ue

oles in an organization are defined by the epectation of role set members (occupants of roles

having facetoface interaction !ith the focal role). /uch epectations generally remain unarticulated

and are picked up by the focal role on the basis of some cues. -s a result several epectations may

remain unshared or unresponded. $herefore, there is a need to systematically generate and integrate

such epectations. $his is done by ole -nalysis.

ole analysis is a structured eercise to provide an overall picture of !hat the role is supposed to

achieve, the rationale for its eistence in the organization, its interlinkage, and the attributes of an

effective role occupant. ole -nalysis helps in defining reciprocal epectations and in bringing



ob3ectivity to formal an informal echange !hich enhances the participative spirit by reducing

distortions caused by role ambiguity. $his is the ma3or contribution of role analysis in the

development of participative culture and team building.

ole -nalysis leads to the building of ole Directory, !hich contains ole -nalysis or the ma3or roles in

a departmentBunitBorganization. $homas and Dayal (1?@) developed a techni#ue of role analysis. $he

follo!ing four steps are involved in -$ (Dayal, 1??).-$ distinguishes bet!een prescribed and

discretionary elements in the activities performed by the role occupant.

1. $he %focal role% individual initiates discussion of his role by analyzing the purpose of the role in the

organization ho! it fits into the total range of activities and its rationale.

*. $he %focal role% individual lists in the blackboard his activities consisting of the prescribed and

discretionary elements. Other role incumbents and his immediate superior #uestion him on the

definition of his tasks, if there is confusion in their perceptions, the ambiguity is cleared.

C. $he %focal role% individual lists his epectations form each of those other roles in the group !hich he

feels most directly affect his o!n !ork7 %ole /enders% state their epectations, and after discussion

the %focal role% and the %role senders% arrive at an agreement, among themselves, on their mutualepectations.

;. $he %focal role% individual !rites up his role.

Be6"hird part interventions

-ns. $he concept of thirdpart interventions !as given by . 8. &alton. $hirdparty interventions are directed

to!ards understanding of interpersonal conflicts and intervening in !ays to control or resolve the conflicts. -

basic feature of third party intervention is confrontation, i.e., the t!o principals must be !illing to confront the

fact that conflict eists and that it has conse#uences for the effectiveness of the t!o parties involved. $he third

party must kno! ho!, !hen, and !here to utilize confrontation tactics those epose the conflict for

eamination. &alton presents a diagnostic model of interpersonal conflict based on four basic elements7 theconflict issue, the precipitating circumstances, the conflict relevant acts of the principals, and the conse#uences

of the conflict. &alton considers conflict as a cyclical process, and the cycles may be benevolent, malevolent,

or selfmaintaining and that for accurate diagnosis of the conflict situation, the source of conflict must be

kno!n. 2onflict might arise out of emotional or substantive issues. /ubstantive issues involve disagreements

over policies and practices, competitive bids for the same resources and differing conceptions of roles and role

relationships. 8motional issues involve negative feelings bet!een the parties. &here on one hand problem

solving and bargaining bet!een parties in the case of substantive conflicts, emotional issues re#uire

restructuring perceptions and !orking through negative feelings on the other. "ntervention tactics for the third

party consist of structuring confrontation and dialogue bet!een the principals. &alton has listed the

ingredients of productive confrontation7

i. mutual positive motivation

ii. balance in the situational po!er of the t!o principals

iii. synchronization of their confrontation effort

iv. appropriate pacing of the differentiation and integration phases of a dialogue

v. conditions favoring openness in dialogue

vi. reliable communicative signs

vii. optimum tension in the situation

Q. Ba6hat are the characteristics of learning organization8



B+6 Discuss the features of =etwor0 4tructures.

Ans. Ba6hat are the characteristics of learning organization - Eearning Organization is one in !hich

people at all levels, individuals and collectively, are continually increasing their capacity to produce results

they really care about. "t is an organization that learns and encourages learning among its people. "t promotes

echange of information bet!een employees hence creating a more kno!ledgeable !orkforce. $his produces a

very fleible organization !here people !ill accept and adapt to ne! ideas and changes through a shared

vision.

-ccording to =eter /enge, Eearning Organizations are organizations !here people continually epand their

capacity to create the results they truly desire, !here ne! and epansive patterns of thinking are nurtured,

!here collective aspiration is set free, and !here people are continually learning to see the !hole together.

- Eearning Organization ehibits five main characteristics viz.,

1. /ystems thinking

$he idea of the Eearning Organization originally developed from a body of !ork called

systems thinking. $his is a conceptual frame!ork that allo!s people to study businesses as

bounded ob3ects. Eearning Organizations employ this method of thinking !hen assessing their company and !ill have developed information systems that measure the performance of the

organization as a !hole and of its various components. /ystems thinking also states that all the

characteristics listed need to be apparent at once in an organization in order to be a Eearning

Organization.

*. =ersonal mastery

=ersonal mastery is the commitment by an individual to the process of learning. $here is a

competitive advantage for an organization !hose !orkforce can learn #uicker than the

!orkforce of other organizations. "ndividual learning is ac#uired through staff training and

development, ho!ever learning cannot be forced upon an individual if he or she is notreceptive to learning. esearch has sho!n that most learning in the !orkplace is incidental,

rather than the product of formal training, therefore it is important to develop a culture !here

personal mastery is practiced in daily life. - Eearning Organization has been described as the

sum of individual learning, but it is important for there to be mechanisms by !hich individual

learning is transferred into organizational learning.

C. 4ental models

4ental models are the terms given to ingrained assumptions held by individuals and

organizations. "n order to have become a Eearning Organization, these mental models !ill

have been challenged. "ndividuals tend to have espoused theories, !hich they intend to follo!,

and theoriesinuse !hich is !hat they actually do. /imilarly, organizations tend to have

Nmemories5 !hich preserve certain behaviors, norms and values. "n the creation of a learning

environment it is important to replace confrontational attitudes !ith an open culture that

promotes in#uiry and trust. "n order to achieve this, the Eearning Organization !ill have

mechanisms for locating and assessing organizational theories of action. "f there are un!anted

values held by the organization, these need to be discarded in a process called Nunlearning5.

&ang and -hmed refer to this as Ntriple loop learning.5

;. /hared vision



$he development of a shared vision is important in stimulating the !orkforce to learn as it

creates a common identity !hich can provide focus and energy for learning. $he most

successful visions build on the individual visions of the employees at all levels of the

organization and the creation of a shared vision is likely to be hindered by traditional

structures !here a company vision is imposed from above.

0. $eam learning

$eam learning is the accumulation of individual learning. $he benefit of sharing

individual learning is that employees gro! more #uickly and the problem solving

capacity of the organization is improved through better access to kno!ledge and

epertise. Eearning Organizations have structures that facilitate team learning !ith

features such as boundary crossing and openness. $eam learning re#uires individuals

to engage in dialogue and discussion, therefore it is important that team members

develop open communication, shared meaning and understanding. Eearning

Organizations also have ecellent kno!ledge management structures !hich allo! the

creation, ac#uisition, dissemination and implementation of this kno!ledge throughout

the organization.

B@6 Discuss the features of =etwor0 4tructures.

- net!ork organization is a collection of autonomous firms or units that behave as a single

larger entity, using social mechanisms for coordination and control. $he entities that make up

a net!ork organization are usually legally independent entities (separate firms) but not

al!ays. /ome of the entities may be !holly o!ned subsidiaries. $hey can even be divisions

!ithin the company, but treated as separate companies that sell to outside customers.

Organizational structures change !ith the changing business and social environment."ncreasingly, organizations are pro3ectbased, epanding and contracting as pro3ects of

different sizes come and go. "n some cases the organization eists only for one ma3or pro3ect,

eample a film production. >o!ever in most cases there is a core organization !hichcontinues bet!een pro3ects, and indeed holds the pro3ects together. $he individual pro3ects are

not only tied together administratively but more importantly are linked in terms of a central

business strategy, charitable purpose or artistic mission. $he core organization selects pro3ectsstrategically to fit its mission and core skills. "n this !ay, synergies are achieved.

$o !ork effectively in the pro3ectbased environment, organizations need to take on ne!

forms. $he traditional steadystate company !ith a fied number of employees and atraditional hierarchical structure is not suited to this ne! environment. "nstead, ne! models

are emerging. :roadly speaking, !e can call these ne! forms 9et!ork Organizations.

$he old hierarchical pyramid !hich suits industrial age companies is not the most efficient!ay to manage kno!ledgebased companies. $he '!iring' of informationage organizations

needs to be different and more comple.

"his has given rise to the concept of the =etwor0 Organization. "he characteristics of a

networ0 organization are/

"ndependent teams

Departments !hich share common values



=ro3ects !hich support each other

4ultiple links bet!een pro3ects

"nformation and 2ommunications $echnology is used to connect the pro3ects.

$here is a key coordinating role for the 2hief 8ecutive to construct the teams and manage

the interrelationship of pro3ects (a kind of 'air traffic control').

Q.E @riefly descri+e the methods used to diagnose and analyze the status of an organization for

implementing organization development.

Ans. Organization Development is at heart an action program based on valid information about the

status #uo, current problems and opportunities, and effects of actions as they relate to achieving

goals. -n OD program thus starts !ith diagnosis and employs data collecting and data analyzing

throughout. Diagnostic activities activities designed to provide an accurate account of things as they

are and are needed for t!o reasons7 the first is to kno! the state of things and the second is to kno!

the effect or conse#uences of actions. $o diagnose and analyze the status of an organization for the

purpose of implementing organization development, the follo!ing methods may be adopted7

a. Observations b. Luestionnaire /urveys

c. Diagnostic 4eetings

d. Organizational ecords 8amination

e. "ntervie!sf. ormal Hroup 4eetings

g. 2onfrontation 4eetings

h. Organization 4irroring 4eetingsi. lo!charting processes

3. /elf -ssessments

k. $hird =arty Observations

l. ole -nalysis $echni#ues

$he follo!ing tables summarize the various methods used for diagnosing organizations and their

subsystems and processes7

Diagnosing Organizational 4u+9systems/ 9

Diagnostic

targets

$nformation sought Methods of Diagnosis



$he total

organization

L) &hat is

organization5s cultureAL) -re organizational

goals and strategy

understood and

acceptedAL) &hat is

organization5s

performanceA

• 8amination of organizational records K

rules, regulations, policies

• Luestionnaire survey• "ntervie!s (both group individual)

Earge and

comple

subsystems

L) &hat are the uni#ue

demands on this

subsystemAL) -re organization

structures and

processes related to

uni#ue demandsA

L) &hat are the ma3or problems confronting

this subsystemA

• Luestionnaire survey• "ntervie!s

• Observations• Organization records

/mall and

simple

subsystem

L) &hat are ma3or

problems of the teamA

L) >o! can team

effectiveness be

improvedA

L) Do individuals

kno! ho! their 3obs

relate to organizational

goalsA

• "ndividual intervie!s

• group meeting to revie! the intervie! data• Luestionnaires

• Observation of staff meetings and other day

today operations

"ntergroup

subsystems

L) >o! does each

subsystem see the

otherA

L) &hat problems do

the t!o groups have in

!orking togetherAL) >o! can they

collaborate to improve

performance of both

groupsA

• "ntervie!s of each subsystem follo!ed by

Nsharing the data meeting5• lo!charting critical processes• 4eetings bet!een both groups

"ndividuals L) Do people perform

according to

organization5s

epectationsA

L) Do they need

• "ntervie!s• "nformation from diagnostic meetings

• Data available !ith > department



particular kno!ledge

or skillsAL) &hat career

development

opportunities do they

haveB !antB needA

oles L) "s the role definesade#uatelyAL) &hat is the Nfit5

bet!een person and

roleA

L) "s this the right

person for this roleA

• ole analysis• Observations

• "ntervie!s

Diagnosing Organizational %rocesses

Organizationa

l %rocesses

$nformation sought Methods of Diagnosis

2ommunicatio

n patterns,

styles flo!s

L) "s communication open or closedAL) "s communication directed up!ard,

do!n!ard, laterallyAL) -re communications filteredA P..

&hyA >o!A

• Observations K in meetings

• Luestionnaires

• "ntervie!s and discussion

!ith group

members

Hoal setting L) Do people set goalsA

L) &ho participatesAL) Do they possess necessary skills for

effective goal settingA

• Luestionnaires

• "ntervie!s• Observations

Decision

making,

problem

solving

action planning

L) &ho makes decisionsA

L) -re they effectiveA

L) -re additional decision making

skills neededA

• Observations of problem

solving meetings

• -nalysis of videotaped

sessions

• Organizational records

2onflict

resolution and

management

L) &here does conflict eistA

L) &ho are involved partiesAL) >o! is it being managedA

• "ntervie!s• lo!charting critical

processes• 4eetings bet!een both

groups

/uperior

subordinate

relations

L) &hat are the prevailing leadership

stylesA

L) &hat problems arise bet!een

superiors and

• Luestionnaires

• "ntervie!s



subordinatesA

/trategic

management

long range

planning

L) &ho is responsible for Nlooking

ahead5 and

making long term decisionsA

L) Do they have ade#uate tools andsupportAL) >ave the recent long range

decisions been

effectiveA

• "ntervie!s of key policy

makers

• Hroup discussions• 8amination of historical

records

Q.F hat do you mean +y inter9group conflict in organizations8 hat are their conse<uences8

4uggest an intervention for reducing dysfunctional inter9group conflict in organizations.

2onflicts amongst different groups in the organizations arise inevitably and are kno!n as intergroup

conflicts. $here are several basic reasons for such a conflict to occur in the organization. or instance,

task interdependence amongst the groups, differences in performance criteria and re!ard for different

groups, groups5 status inconsistencies, organizational 3udicial ambiguities, competition for common

resources and poor communication amongst groups. "ntergroup conflicts take various forms viz.7

Hoal 2onflict7 occurs !hen one group desires a different outcome than another6 a clash arises

over !hose goals are to be pursued

2ognitive 2onflict7 one group holds opinions that are inconsistent !ith those of another group

-ffective 2onflict7 !hen one group's feelings or attitudes are incompatible !ith another

:ehavioral 2onflict7 !hen one group does something that is unacceptable to another

#haracteristics of $nter9:roup #onflict

1. =erception of the other as the FenemyG

*. /tereotyping.

C. Decreased communication7 eedback and data input is typically cut off.

;. 2ommunication is distorted and inaccurate.0. 8ach group prises itself and its products more positively.

. 8ach group believes that it can do no !rong and the other can do no right.

. $here may even be acts of sabotage against the other group.

#onse<uences of $nter9group #onflict

"ntergroup conflict causes changes to occur, both !ithin the groups in conflict and bet!een them.

&ithin the groups, members !ill usually overlook individual differences in an effort to unite against

the other side, and !ith this concerted effort the focus is on the task. $he group can become more



efficient and effective at !hat they do, and members can become more loyal, closely follo!ing group

norms. =roblems can occur, ho!ever, !hen the group loses focus of the organization's goals and

becomes closed off from other groups. >aughtiness and isolation #uickly lead to decreased

communication. 2ommunication is the key bet!een groups in reciprocal interdependence, and these

have the highest negative conse#uences for lack of effective communication. 4iscommunication can

be the death knell of any organization.

$="&;9:;O'% "&AM @'$CD$=: $="&;>&="$O=4

$he aim of this type of intervention is to7

"ncrease communication and interaction6

educe unhealthy competition.

@CAK&3 4?&%A;D A=D MO'"O= #AM& '% $"? A M&"?OD ?$#? $4 '4&D

@&"&&= :;O'%4 "?A" A;& 4";A$=&D A=D O>&;CG ?O4"$C&.

$he =rocess7

". $o obtain commitment from the leaders of each group on their !illingness to find

procedures that !ill improve inter group relations.

"". Hroups are put in different rooms. $he task of each group is to generate t!o lists. (1)

=ut do!n thoughts, attitudes, perceptions and feelings about the other group. (*)

=redict !hat the other group !ill say about them.

""". $he groups come together and share their lists. 9o comments or discussions, only

clarity.

"V. $he groups reconvene to (1) discuss their reactions to !hat they have learned about

themselves from !hat the other group has said (*) "dentify issues that still need to beresolved bet!een the t!o groups.

V. $he t!o groups come together and share their lists, they set priorities, and they

generate action steps and assign responsibilities.

V". - follo! up meeting is convened to ensure that the action steps have been taken.

>A;$A"$O=/ O;DG#& A=D &$C

$his method can be used !ith more than t!o groups. "t can be used !here the hostility bet!een the

groups may not be etreme or severe.

$he /teps7

". 8ach group, separately compiles t!o types of lists7

1) - positive feedback list.

*) - bug list

C) -n empathy list

"". $he t!o groups come together and share the lists6 there is no discussion, ecept for seeking

clarification.

""". $he total group7



1) Henerates a list of ma3or problems and unresolved issues bet!een the t!o groups.

*) $hese issues are ranked in terms of importance.

"V. /ub groups are formed !ith members from each group, !ho then discuss and !ork through

each item.

V. $he subgroups report to the larger group.

On the basis of the report back and all the other information gathered, the group proceeds to7

1) Henerate action steps for resolving the conflict.

*) -ssign responsibilities for each step.

C) ecord a date by !hich the steps ought to have been carried out.

&ith this method (ordyce and &eil) the t!o groups !ork together a lot more than :lake, /hephard

and 4outonQs method.

AC"O=H4 A%%;OA#? "O "?$;D %A;"G %&A#& MAK$=: $="&;>&="$O=4

&-E$O95/ 48$>OD has a lot in common !ith group interventions but it is directed more to!ards,interpersonal conflict.

$hird party interventions involve confrontation and &alton outlines confrontation mechanisms. -

ma3or feature of these mechanisms is the ability to diagnose the problem accurately.

$he diagnostic model7

$he model is based on four elements7

• $he conflict issues.

•

=recipitating circumstances.• 2onflict relevant acts.

• $he conse#uences of the conflict.

"t is also important to kno! the source of the conflict.

/ources7/ubstantive issues, !hich is conflict related to practices, scarce resources, and differing

conceptions of roles and responsibilities. 8motional issues, involve feelings bet!een the parties, such as

anger, hurt, fear, resentment, etc.

$he former re#uire bargaining and problem solving.

$he latter re#uire restructuring perceptions and !orking through negative feelings.

&alton has outlined the ingredients of a productive confrontation (the process of addressing conflict),

they are7

1. 4utual positive motivation, !hich refers to the !illingness on both parties t resolve the

conflict.

*. :alance of po!er. $here ought not be any po!er differentials bet!een the parties involved in

a confrontation.



C. /ynchronization of confrontation efforts. $he t!o parties must address the conflict

simultaneously.

;. Differentiation and integration of different phases of the intervention must be !ell paced. $he

intervention involves !orking through negative feelings and ambivalent positive feeling. $he

intervention must allo! sufficient time for this process to take place.

0. 2onditions that promote openness should be created. $his could be done through setting

appropriate norms and creating a structure that encourages openness.

. eliable communicative signals. $his statement refers to using language that is understood

by the parties involved in the confrontation.

7. Optimum tension in the situation. $his means that the stress eperienced by both parties

ought to be sufficient to motivate them but not too ecessive.

Model Test Paper_O.D.

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Transcript of Model Test Paper_O.D.