Organizational Development And Change Chapter 14 PDF

Organization Development and Change Chapter 14 CH-14 Copyright 2008 Werner et 1 al  Learning Objectives Define organization development (OD). Understand the basic theories and concepts of OD. Describe the planned-change model...

Organization Development and Change Chapter 14 CH-14 Copyright 2008 Werner et 1 al  Learning Objectives Define organization development (OD). Understand the basic theories and concepts of OD. Describe the planned-change model. Explain the roles of the change agent, manager, and people within the system in developing an intervention strategy. CH-14 Copyright 2008 Werner et 2 al  Learning Objectives Understand the basic steps involved in designing an implementation strategy Explain the different types of intervention strategies: – Human-process based – Techno-structural – Socio-technical – Organizational transformation Describe the role of HRD practitioners in OD interventions CH-14 Copyright 2008 Werner et 3 al Organization Development (OD) A process used to enhance both the effectiveness of an organization and the well-being of its members through planned interventions CH-14 Copyright 2008 Werner et 4 al  Three Key Points OD enhances the effectiveness of the organization – Effectiveness, in this context, is defined as achieving organizational goals and objectives OD enhances the well-being of organization members OD is used to enhance the effectiveness of organizations and individual well-being through planned interventions CH-14 Copyright 2008 Werner et 5 al  Planned Interventions Sets of structured activities in which selected organizational units (target groups or individuals) engage with a task or sequence of tasks where the task goals are related directly or indirectly to organizational improvement CH-14 Copyright 2008 Werner et 6 al  OD Theories and Concepts Change Process theory Implementation theory CH-14 Copyright 2008 Werner et 7 al  Change Process Theory Seeks to explain the dynamics through which organizational improvement and changes take place Three stages – Unfreezing (readiness) – Moving (adoption) – Refreezing (institutionalization) CH-14 Copyright 2008 Werner et 8 al  Unfreezing Stage Involves the process of getting people to accept that change is inevitable, and to stop doing certain things that resist change CH-14 Copyright 2008 Werner et 9 al  Moving Stage Involves getting people to accept the new, desired state (e.g., new policies and practices) CH-14 Copyright 2008 Werner et 10 al  Refreezing Stage Involves making the new practices and behaviors a permanent part of the operation or role expectations CH-14 Copyright 2008 Werner et 11 al  Schein’s Three-Stage Model Table 14-1 Stage 1 Unfreezing—Creating motivation and readiness to change through a. disconfirmation or lack of confirmation b. creation of guilt or anxiety c. provision of psychological safety SOURCE: From Schein, E. H. (1987). Process consultation (vol. 2, p. 93). Reading, MA: Addison-Wesley. CH-14 Copyright 2008 Werner et 12 al  Schein’s Three-Stage Model Table 14-1 Stage 2 Changing through cognitive restructuring Helping the individual to see, judge, feel, and react differently based on a new point of view obtained through a. identifying with a new role model, mentor, and so on b. scanning the environment for new relevant information SOURCE: From Schein, E. H. (1987). Process consultation (vol. 2, p. 93). Reading, MA: Addison-Wesley. CH-14 Copyright 2008 Werner et 13 al  Schein’s Three-Stage Model Table 14-1 Stage 3 Refreezing—Helping the individual to integrate the new point of view into a. his or her total personality and self-concept b. significant relationships SOURCE: From Schein, E. H. (1987). Process consultation (vol. 2, p. 93). Reading, MA: Addison-Wesley. CH-14 Copyright 2008 Werner et 14 al  Promoting Readiness to Change Discrepancy – the gap between the current and an ideal state; addresses the question: “Why change?” Efficacy – confidence in the individual and group’s ability to make the change; addresses the question: “Can we do this?” Appropriateness – perception that this is the right response to correct the discrepancy identified; addresses the question: “Why this change?” CH-14 Copyright 2008 Werner et 15 al  Promoting Readiness to Change Principal support – key organizational leaders support this change; addresses the question: “Is management walking the talk?” Valence – the intrinsic and extrinsic benefits of the change; answers the question: “What is in it for me?” CH-14 Copyright 2008 Werner et 16 al  Implementation theory Focuses on specific intervention strategies that are designed to induce changes Four Types of Interventions – Human process-based – Techno-structural – Socio-technical systems (STS) designs – Large system CH-14 Copyright 2008 Werner et 17 al Human Process-Based Intervention Theory Place a heavy emphasis on the process of change, and focus on changing behaviors by modifying – individual attitudes – values – problem-solving approaches – interpersonal styles CH-14 Copyright 2008 Werner et 18 al  Techno-Structural Intervention Theory Focuses on improving – work content – work method – work flow – performance factors – relationships among workers A key concept is job design CH-14 Copyright 2008 Werner et 19 al  The Job A job has several distinguishing characteristics, including – individual tasks or duties – responsibilities – authority – relationships – skill requirements CH-14 Copyright 2008 Werner et 20 al  Socio-Technical Systems (STS) Interventions Directed at the fit between the technological configuration and the social structure of work units … – (which) results in the rearrangement of relationships among roles or tasks or a sequence of activities to produce self-maintaining, semiautonomous groups Empowering the worker to assume more lateral responsibility for the work. These innovations include quality circles, total quality management, and self-managed teams CH-14 Copyright 2008 Werner et 21 al  Organization Transformation Change Views organizations as complex, human systems, each possessing a unique character, culture, and value system, along with information and work procedures that must be continually examined, analyzed, and improved if optimum productivity and motivation are to result CH-14 Copyright 2008 Werner et 22 al  Limitations of OD Research The lack of true experimental designs in most OD research The lack of resources available to many OD practitioners The limitations of field research designs Potential bias by OD evaluators (who are often the designers of the intervention) Simply a “lack of motivation” by the OD evaluator to do the job correctly CH-14 Copyright 2008 Werner et 23 al  Model of Planned Change Four distinct parts to this model – Distinguishes two types of intervention strategies: OD and Organization Transformation (OT) – Shows the relationship between change interventions and organizational target variables CH-14 Copyright 2008 Werner et 24 al  Four Parts of Model Change Intervention Organizational Target Variables Individual Organization Member Organizational Outcomes CH-14 Copyright 2008 Werner et 25 al  Model of Planned Change Fig. 14-1 SOURCE: From Porras, J. I., & Silvers, R. C. Organization development and transformation. Reprinted, with permission, from the Annual Review of Psychology, Volume 43. Copyright 1991 by Annual Reviews. www.annualreviews.org. CH-14 Copyright 2008 Werner et 26 al  Two Sets of Variables Vision Variables – which are the underlying organizational values, beliefs, and principles that guide management decisions – provide the foundation for the purpose and mission of the organization Work Setting Variables – directly related to or influenced by OD interventions and vision variables – variables include policies, procedures, work rules, job descriptions, formal reporting lines, social factors, and communication patterns. In essence, these form the framework for organization structure CH-14 Copyright 2008 Werner et 27 al  Types of Individual Cognitive Change Alpha changes are possible when individuals perceive a change in the levels of variables (e.g., a perceived improvement in skills) within a paradigm, without altering their configuration (e.g., job design) Beta changes are possible when individuals perceive a change in the value of variables (e.g., a change in work standards) within an existing paradigm, without altering their configuration CH-14 Copyright 2008 Werner et 28 al  Types of Individual Cognitive Change Gamma (A) changes are possible when individuals perceive a change in the configuration of an existing paradigm, without the addition of new variables (e.g., changing the central value of a “product-driven” paradigm from “cost-containment” to “total quality focus;” this results in the reconfiguration of all variables within this paradigm) CH-14 Copyright 2008 Werner et 29 al  Types of Individual Cognitive Change Gamma (B) changes are possible when individuals perceive a replacement of one paradigm with another that contains new variables (e.g., replacing a product driven paradigm with a customer-responsive paradigm) CH-14 Copyright 2008 Werner et 30 al  Gamma Changes Gamma A and B changes refer to changes occurring at the organization level – Gamma A changes are directed at the manner in which the operation’s mission or philosophy is accomplished, but where the core mission remains intact – Gamma B changes are directed at the core mission or philosophy CH-14 Copyright 2008 Werner et 31 al  Organizational Outcomes Focuses on how individual behavioral changes can lead to two possible outcomes – improved organizational performance – enhanced individual development CH-14 Copyright 2008 Werner et 32 al  Designing an Intervention Strategy Specific roles in the design and implementation phases Steps in designing an intervention strategy The role of the HRD practitioner in this process CH-14 Copyright 2008 Werner et 33 al  Specific Roles Three distinct sets of roles that must be fulfilled when designing and implementing intervention change strategy – the change manager – the change agent – individuals within the system that is being changed CH-14 Copyright 2008 Werner et 34 al  Role of Change Manager Oversees the design of the intervention strategy. Has overall responsibility for – assessing the need for change – determining the appropriate intervention activities – implementing the strategy – evaluating the result CH-14 Copyright 2008 Werner et 35 al  Change Agent Assists the change manager in designing and implementing change strategy. Has primary responsibility for – facilitating all of the activities surrounding the design – implementation of the strategy Must have the diagnostic skills needed to understand the culture of the group or system that is targeted for change CH-14 Copyright 2008 Werner et 36 al  Roles of the Change Agent Table 14-2 Role Definition When Appropriate Advocate Highly directive role in When client is not sure of which the change the approach to take and agent tries to influence needs a lot of direction the client to use a certain approach SOURCE: From Burke, W. W. (1987). Organization development (pp. 146–148). Reading, MA: Addison-Wesley. CH-14 Copyright 2008 Werner et 37 al  Roles of the Change Agent Table 14-2 Role Definition When Appropriate Technical Provides specific When client seeks Specialist technical knowledge on direction on a special special problems problem. SOURCE: From Burke, W. W. (1987). Organization development (pp. 146–148). Reading, MA: Addison-Wesley. CH-14 Copyright 2008 Werner et 38 al  Roles of the Change Agent Table 14-2 Role Definition When Appropriate Trainer or Provides information about When client needs Educator OD or different intervention training in some aspect strategies of OD SOURCE: From Burke, W. W. (1987). Organization development (pp. 146–148). Reading, MA: Addison-Wesley. CH-14 Copyright 2008 Werner et 39 al  Roles of the Change Agent Table 14-2 Role Definition When Appropriate Collaborator Provides assistance in When client needs in Problem problem analysis, assistance in decision Solving identifying solutions, and making action steps SOURCE: From Burke, W. W. (1987). Organization development (pp. 146–148). Reading, MA: Addison-Wesley. CH-14 Copyright 2008 Werner et 40 al  Roles of the Change Agent Table 14-2 Role Definition When Appropriate Alternative Same as above, but does When client needs Identifier not collaborate assistance in developing a decision making process SOURCE: From Burke, W. W. (1987). Organization development (pp. 146–148). Reading, MA: Addison-Wesley. CH-14 Copyright 2008 Werner et 41 al  Roles of the Change Agent Table 14-2 Role Definition When Appropriate Fact Finder Serves as a research or When client needs are data collector very specific SOURCE: From Burke, W. W. (1987). Organization development (pp. 146–148). Reading, MA: Addison-Wesley. CH-14 Copyright 2008 Werner et 42 al  Roles of the Change Agent Table 14-2 Role Definition When Appropriate Process Facilitates meetings When client’s needs are for Specialist and group processes process consultation SOURCE: From Burke, W. W. (1987). Organization development (pp. 146–148). Reading, MA: Addison-Wesley. CH-14 Copyright 2008 Werner et 43 al  Roles of the Change Agent Table 14-2 Role Definition When Appropriate Reflector Helps client to understand When client is not sure of situation by reacting to the data and seeks information clarification SOURCE: From Burke, W. W. (1987). Organization development (pp. 146–148). Reading, MA: Addison-Wesley. CH-14 Copyright 2008 Werner et 44 al  Roles of Individuals Determined by the change manager CH-14 Copyright 2008 Werner et 45 al  Time for a Change When need for change overcomes desire for status quo Fig. 14-2 CH-14 Copyright 2008 Werner et 46 al Steps for Designing an Intervention Strategy Diagnose the Environment Develop an Action Plan – action plan specifies the intervention strategy Evaluate results of the intervention CH-14 Copyright 2008 Werner et 47 al  Role of HRD Practitioners Two primary roles in the design of OD interventions – serve as change agents – serve as the evaluator of intervention strategies CH-14 Copyright 2008 Werner et 48 al  The Role of Labor Unions Management must first view union leaders as partners in change and emphasize that their commitment to long-term goals for change is as important as that of the top managers Both must be willing to make fundamental changes in accountability and in the ways employees perform their jobs Generally known as a cooperative agreement CH-14 Copyright 2008 Werner et 49 al  Human Process Based Interventions Directed at improving interpersonal, intra-group, and inter-group relations Two Major Types – survey feedback – team building CH-14 Copyright 2008 Werner et 50 al  Survey Feedback Systematic feedback of survey data to groups with the intent of stimulating discussion of problem areas, generating potential solutions, and stimulating motivation for change Data provide a snapshot of an existing situation CH-14 Copyright 2008 Werner et 51 al  Developing a Survey Prior to doing survey, all must agree on – What organizational variables they are trying to measure – How the survey will be designed and implemented to ensure the data will be reliable and valid – How best to present the survey results to the intended audience CH-14 Copyright 2008 Werner et 52 al  Team Building Process used to improve a work group’s problem-solving ability and effectiveness Groups experience problems Groups can become dysfunctional When a group becomes dysfunctional – relationships are strained – conflicts increase among the members – group output declines – members are more likely to quit CH-14 Copyright 2008 Werner et 53 al  Group effectiveness Depends on at least three main elements – the degree to which the group’s productive output meets the standards of quantity, quality, and timeliness of the people who receive, review, and/or use the output – the degree to which the process of carrying out the work enhances the capability of members to work together interdependently in the future – the degree to which the group experience contributes to the growth and personal well-being of team members CH-14 Copyright 2008 Werner et 54 al  Actions Prior to Team Building A preliminary diagnosis of the group’s need for team building A change agent should be selected Change manager and change agent should develop a general approach to the team-building sessions CH-14 Copyright 2008 Werner et 55 al  Effectiveness of Human Process-Based Interventions Team building was the most effective human process-based intervention for modifying satisfaction and other attitudes Team building showed strong effects on productivity measures CH-14 Copyright 2008 Werner et 56 al  Techno-Structural Interventions Purpose of techno-structural interventions is to – improve work content, work method, and relationships among workers – lower costs by replacing inefficient materials, methods, equipment, work-flow designs, and costly unnecessary labor with more efficient technology CH-14 Copyright 2008 Werner et 57 al  Three Methods of TSI The most common techno-structural intervention strategies are – job enlargement – job enrichment – alternative work schedules CH-14 Copyright 2008 Werner et 58 al  Job Enlargement Interventions Attempts to increase satisfaction and performance by consolidating work functions from a “horizontal slice” of the work unit to provide greater variety and a sense of the whole task CH-14 Copyright 2008 Werner et 59 al  Job Enrichment Involves varying some aspect of the job in order to increase the potential to motivate workers Core job dimensions affect work outcomes, such as job satisfaction and intrinsic motivation, by determining the extent to which employees experience – meaningfulness of the work itself – responsibility for the work and its outcomes – knowledge of actual results of the work CH-14 Copyright 2008 Werner et 60 al Alternative Work Schedules (AWS) Allow employees to modify their work requirements to satisfy their personal needs Two most common AWS interventions – compressed workweek – flextime CH-14 Copyright 2008 Werner et 61 al  Effectiveness of Techno-Structural Interventions Alternative work schedules and job redesign had a moderate effect on measures of work output, such as quality and quantity of production Work rescheduling interventions had a small but significant effect on measures of withdrawal behavior Techno-structural interventions had less effect than human process-based interventions CH-14 Copyright 2008 Werner et 62 al  Effectiveness of Techno-Structural Interventions Alternative work schedules had a greater effect on attitude than did job design/ enlargement or job enrichment Job enlargement and job enrichment interventions brought about the same amount of overall change (42 percent change), with enrichment having a greater effect on productivity CH-14 Copyright 2008 Werner et 63 al Socio-Technical Systems (STS) STS interventions focus on the combination of organizational structural demands – e.g., work flow, task accomplishment, and performance) and social demands e.g., relationships among workers CH-14 Copyright 2008 Werner et 64 al  The Quality Circle (QC) Approach Gets employees involved in making meaningful work decisions including, but not limited to, solving job-related problems CH-14 Copyright 2008 Werner et 65 al  Common Characteristics QC roles—the steering committee, the facilitator, and the circle leader Participants receive training in group process, diagnosing problems, and problem-solving skills Each circle meets on a regular basis to discuss issues like improvement of the work procedures and product quality, working conditions and facilities CH-14 Copyright 2008 Werner et 66 al  Overall Effectiveness of QCs Mixed reviews There were significant effects on cognitive measures of a sense of competence and interpersonal trust, and on some measures related to properties of the task environment, such as goal congruence QC participants reported significantly greater attachment to the organization as the study progressed The QC process generally produced little overt enhancement in participants’ work performance CH-14 Copyright 2008 Werner et 67 al  Total Quality Management (TQM) A set of concepts and tools for getting all employees focused on continuous improvement, in the eyes of the customer CH-14 Copyright 2008 Werner et 68 al  Five Basic TQM Components Five basic components – total commitment from senior management – quality standards and measures – training for employees – communication – reward, recognition, and celebration CH-14 Copyright 2008 Werner et 69 al  Implementing TQM Senior management needs to guide the implementation of TQM Quality standards and measures serve as benchmarks for TQM TQM emphasizes the role of each manager in terms of reducing cost, particularly nonconformance cost cause by deviations from performance standards CH-14 Copyright 2008 Werner et 70 al  Providing Critical TQM Training Providing quality training to participants is critical to overall success Organizations that seek to implement TQM must make a major investment in training CH-14 Copyright 2008 Werner et 71 al  TQM Training Begin with sensitizing managers at all levels to the philosophy and principles of TQM. All managers need training in both TQM awareness and how to implement TQM principles Employees may need training in statistical process control (SPC) techniques or other aspects of “Six Sigma” interventions Because problem-solving teams are almost always a part of a TQM intervention, team-building training should be included in quality training CH-14 Copyright 2008 Werner et 72 al  Rewards, Recognition, and Celebration Three kinds of rewards – Individual monetary rewards – Group monetary awards – Non-monetary rewards CH-14 Copyright 2008 Werner et 73 al  Self-Managed Teams (SMTs) Formal groups in which the group members are interdependent and can have the authority to regulate the team’s activities CH-14 Copyright 2008 Werner et 74 al  Common SMT Characteristics There is an interdependent relationship between members of the team Members have discretion over such things as work assignment, work methods, work schedules, training, and dealing with external customers and suppliers Team members have a variety of skills that allow them to perform several tasks The team receives performance feedback CH-14 Copyright 2008 Werner et 75 al  Demonstrated SMT Benefits Productivity increases Better quality products and services Higher employee morale Reduced or flatter management hierarchy More responsive organizational structures CH-14 Copyright 2008 Werner et 76 al  SMT Effectiveness Indicators Self-managed teams were more effective on a variety of indicators: – productivity – quality – safety – customer complaints – absenteeism CH-14 Copyright 2008 Werner et 77 al  Differences Between TQM and SMT Interventions TQM is a participative process – participation per se does not always equalize power and may even increase discrepancies SMT: each team is empowered with the authority to make decisions without the concurrence of a supervisor TQM: do not have the authority to implement changes SMT approach requires significant changes in organizational structure CH-14 Copyright 2008 Werner et 78 al  Role of HRD in STS HRD practitioners can be responsible for – designing and implementing the training programs needed to make STS interventions work. – helping employees adjust to new roles within the STS design – determining the appropriate level of employee participation CH-14 Copyright 2008 Werner et 79 al  Two Types of Participation Representative programs allow employee participation on organizational committees such as advisory committees, employee councils, grievance committees, safety committees, and even boards of directors Consultative programs allow employees to participate directly in job-related issues that affect their daily work life – This is the approach used by most SMTs CH-14 Copyright 2008 Werner et 80 al  Organization Transformation (OT) A system of shared values, beliefs, and norms that are used to interpret elements in the environment and to guide all kinds of behavior CH-14 Copyright 2008 Werner et 81 al  Types of Change Cultural changes involve a complex process of replacing an existing paradigm or way of thinking with another Strategic changes are any fundamental changes in the organizational purpose or mission requiring system-wide changes CH-14 Copyright 2008 Werner et 82 al  Cultural Changes Involve a complex process of replacing an existing paradigm or way of thinking with another CH-14 Copyright 2008 Werner et 83 al  Mechanisms that Sustain Organizational Culture Table 14-3 What managers pay attention to The ways managers react to critical incidents Role modeling, coaching, and organizational training programs Criteria for allocating rewards and status Criteria for recruitment, selection, promotion, and removal from the organization SOURCE: From Woodman, R. W. (1989). Organization change and development: New areas for inquiry and action. Journal of Management, 15(2), 217. CH-14 Copyright 2008 Werner et 84 al  Strategic Changes System-wide changes can have three dimensions – The size of the change refers to the number of employees affected by the change – The depth of the change refers to the extent to which the change involves limited structural changes or goes to core values of the organization. – The pervasiveness of the change refers to how many functions and hierarchical levels of the organization will be directly impacted by the change CH-14 Copyright 2008 Werner et 85 al  Organizational Learning Key components of a successful TQM intervention is an emphasis on learning Managers and employees are asked to – learn a common language for improvement, – learn new tools and techniques, and – learn to take the initiative in improving work outcomes CH-14 Copyright 2008 Werner et 86 al  Information Transfer Need to develop the capacity to transfer knowledge across the organization TQM focuses on specific processes and tasks – does not lead to flexible and adaptive thinking – lessons learned are often not shared and applied outside of the specific area CH-14 Copyright 2008 Werner et 87 al  Learning Organization An organization in which everyone is engaged in identifying and solving problems, enabling the organization to continuously experiment, improve, and increase its capability CH-14 Copyright 2008 Werner et 88 al  Three Different Levels of Learning Single-loop learning – emphasizes the identification of problems and then taking corrective action Double-loop learning – emphasizes understanding and changing the basic assumptions and core values that led to a particular problem Deuterolearning – directed at the learning process by improving how the organization performs single- and double-loop learning CH-14 Copyright 2008 Werner et 89 al  Single-Loop Learning Commonplace in continuous improvement programs – Because employees are taught to identify problems and correct them – This type of learning is still important in the day-to-day performance of a learning organization CH-14 Copyright 2008 Werner et 90 al  Double-Loop Learning Involves changing basic assumptions and core values about how they work CH-14 Copyright 2008 Werner et 91 al  Deuterolearning, The highest level of learning Essentially learning to learn CH-14 Copyright 2008 Werner et 92 al  Dimensions that Support Organizational Learning Structure – One of the key dimensions of organizational learning is the reduction or removal of hierarchical barriers that divide managers and employees – In their place, learning organizations have implemented more collaborative structures like self-managed teams and cross-functional teams CH-14 Copyright 2008 Werner et 93 al  Dimensions that Support Organizational Learning Information acquisition, sharing, and retention – management must institute structures and practices that encourage information sharing and retention – Knowledge can be acquired from both internal and external sources CH-14 Copyright 2008 Werner et 94 al  Dimensions that Support Organizational Learning HRM practices – number of practices that are necessary to support organizational learning performance appraisal and reward systems that reinforce long-term performance and the development and sharing of new skills and knowledge CH-14 Copyright 2008 Werner et 95 al  Dimensions that Support Organizational Learning Organization culture – the shared beliefs, expectations, and behavioral patterns that define the organization’s identity to its members – The culture needs to contain elements that increase knowledge sharing throughout the organization CH-14 Copyright 2008 Werner et 96 al  Dimensions that Support Organizational Learning Leadership – Executive leaders are top managers who create a vision that embraces organizational learning principles, create a new culture, and provide support to local line leaders – Local line leaders, (change managers) provide the impetus for change by experimenting with new learning capabilities that may produce desired results – Internal Networkers or Community Builders (change agents) “seed carriers” who assist local line leaders in experimenting and diffusing of new ideas This is a role that HRD practitioners can fill CH-14 Copyright 2008 Werner et 97 al  High Performance Work Systems Multifaceted, involving different combinations of the intervention strategies discussed earlier CH-14 Copyright 2008 Werner et 98 al Common HPWS Characteristics HPWS intervention strategy includes – self-managed teams – quality circles – flatter organizational structures – new flexible technologies – innovative compensation schemes – increased training – continuous improvement CH-14 Copyright 2008 Werner et 99 al  Eight Core HPWS Principles They are aligned to an organization’s competitive strategy Clear goals and outcomes are customer driven – individual, team, and organizational goals and outcomes are aligned Work is organized around processes that create products and services They include process-oriented tracking and management of results Organization is by work units that are linked to processes – which enhances ownership, problem solving, and learning Workplace structures and systems facilitate focus, accountability, cycle time, and responsiveness They are characterized by collaboration, trust, and mutual support Strategic change management is key CH-14 Copyright 2008 Werner et 100 al  HPWS Framework Fig. 14-3 SOURCE: Van Buren, M. E., & Werner, J. M. (1996). High performance work systems. Business & Economic Review, 43(1), October–December, 15–23. Reprinted by permission. CH-14 Copyright 2008 Werner et 101 al  Role of HRD in OT Serve on strategic change committees – give advice on training and development – help strategic planners look at various alternatives and their potential impact on people Address impact of impact of mergers, acquisitions, and downsizing on workers CH-14 Copyright 2008 Werner et 102 al  HRD Applications as OD Interventions Table 14-4 Level Emphasis HRD Application Human Human Career development; stress Process Needs management; coaching Based Job Satisfaction Individual Cross-cultural training differences Orientation; socialization Norms and values Team training Team effectiveness CH-14 Copyright 2008 Werner et 103 al  HRD Applications as OD Interventions Table 14-4 Level Emphasis HRD Application Techno- Job competencies Skills and technical training structural CH-14 Copyright 2008 Werner et 104 al  HRD Applications as OD Interventions Table 14-4 Level Emphasis HRD Application Socio-technic Self-managed teams Team training al Total quality Quality training management CH-14 Copyright 2008 Werner et 105 al  HRD Applications as OD Interventions Table 14-4 Level Emphasis HRD Application Organization Reorganization Employee assistance Transform-ati (downsizing) programs on Continuous learning Management Development High performance work systems CH-14 Copyright 2008 Werner et 106 al  Eight Factors for Successful Organizational Change 1. Ensure the need 2. Provide a plan 3. Build internal support for change and overcome resistance 4. Ensure top management support and commitment 5. Build external support (where needed) 6. Provide resources 7. Institutionalize change, i.e., make it stick (“refreezing”) 8. Pursue comprehensive change CH-14 Copyright 2008 Werner et 107 al