Post on 07-Aug-2018
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Human Resource Development & O(HRD & OD)
MK ZAMAN, MCIHRD
HRM & OD PROFESSIONAL
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Good Day & Welcome !
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Profile of the Facilitator
BBA, MBA (Dhaka University)
12 Years of Human Resources Management
PGDHRM, LL.B, CIMIS
Served in Multinational companies (MNC’s) and
manufacturing sector
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Course Lesson Plan
Lecture
01
• Understanding Training & Analysis of Training Need
Lecture
02
• Training Design & Learning
Lecture
03
• Training Process & Training methods, techniques a
Lecture
04
• Implementation of Training
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Lecture
05
• Management Development &
Validation and Evaluation of Tr
Lecture
06
• Mid-term Exam
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Lecture # 01 : Understanding TrainiAnalysis of Training NeedsPoints to be discussed :
1. Training;
2. Training & Development;
3. Training & HRD;
4. Objectives of Training;
5. How training benefits the organization;
6. Problems of training;
7. Future trends in training;
8. Organizational Analysis
9. Training Needs Assessment Process (TNA)
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Training
Training refers to the methods used to give new or present ethe skills they need to perform their jobs.
“A planned process to modify attitude, knowledge, or skilthrough learning experience to achieve effective performaactivity or range of activities. Its purpose, in the work situa
develop the abilities of the individual and to satisfy the cufuture manpower needs of the organization.”
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Training & Development
Training Development
Training focuses on technical, mechanical
oriented operations
Development focuses on theore
and conceptual ideas
Training focuses on current jobs Development prepares for futur
Training may result in enhancement of a
particular job skill
Development may result in pers
growth and development of ove
personality
Evaluation for training is considered to be
essential
No evaluation for development
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Training & HRD
Training is a sub-system of human resource development
The administration of the training is vested with HR function
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Objectives of Training1. To train the employees in the companies’ culture and ethos;
2. To prepare the employees both newly recruited and already employed to mpresent as well as the future requirement of the job and the organization;
3. To prevent obsolescence;
4. To prepare employees for higher level responsibilities;
5. To facilitate succession planning;
6. To reduce supervision wastage and accidents;
7. To ensure economical output with high quality;
8. To develop inter-personal relations;
9. To foster individual and group morale with positive attitude and cordial rela
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How training benefits the organizati
Leads to improve profitability;
Improve the job knowledge and skills at all levels of the organization;
Improve the morale of the workforce;
Helps people identify with organizational goals;
Helps create a better corporate image;
Improves relationship between boss and subordinate;
Aids in organizational development;
Aids in understanding and carrying out organizational policies;
Organization gets more effective decision-making and problem-solving skills;
Aids in increasing productivity and /or quality of work;
Creates an appropriate climate for growth, communication;
Develops a sense of responsibility to the organization for being competent and knowledgeable.
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Problems of training
1. Training is not a panacea for all organizational ills;
2. Mismatch between objectives and needs may make the training programm
3. Sometimes training is conducted on what’s “nice to know”.
4. Trainer’s competencies are not properly assessed while mounting a traininprogramme.
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Future trends in training
1. Change in orientation from academic to work place led programmes and q
2. Parity for academic and vocational qualifications;
3. Transfer of credit for training undergone;
4. Assessment based on targets and outcomes;
5. Usage of more technology in delivering training programmes;
6. More skill based programmes than knowledge based programmes.
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Training Need Analysis
Organization Analysis
Task Analysis
Person Analysis
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Training Need Assessment ProcessStep One : Identify Problem Needs
Determine organizational context;
Gap analysis is performed;
Objectives are set.
Step Two : Determine design of Needs Analysis
Method selection criteria is established;
Advantages and disadvantages of the methods are assessed
Step Three : Collect Data
Interviews are conducted;
Questionnaires and surveys are administered
Documents are reviewed
People at work are observed to find out how the work is being done.
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Training Need Assessment ProcessStep Four : Analyse Data :
Qualitative analysis and
Quantitative analysis is conducted
Solutions/recommendations are determined.
Step Five : Provide Feedback :
Report is prepared;
Presentation is made to the management;
What training is needed is decided
Step Six : Develop Action Plan :
Changing the job itself;
Training Needs.
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Lecture # 02 : Training Design & LearnPoints to be discussed :
1. Important Considerations while designing a training programme
2. Constraints in the Design
3. Budgeting for Training
4. Focus on Training Design
5. Focus on Training Transfer
6. Definition of Learning
7. Principles of Learning
8. Components of Learning Process
9. Kolb’s Learning Cycle
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Important Considerations whiledesigning a training programme
Cover all contents of training programme;
Motivating participants;
Combination of training methods
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Constraints in the Design
Organizational / Environmental Constraints and
Trainee Population
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Budgeting for Training
Types of costs involved in Training Programmes :
Development costs
Direct Costs
Indirect Cost
Overhead Cost
Participant Compensation
Evaluation Cost
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Focus on Training Design A. Social Learning Theory :
1. Attention / Expectancy
Eliminating distractions (make training place comfortable)
Attracting attention
2. Retention
Activation of memory
Symbolic Coding
Cognitive organization (Information)
Symbolic rehearsal and answers for retrieval
B. Strategic Knowledge
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Focus on Training Transfer
“how much of what is learnt in a training programme is transfethe actual job situation”.
Positive Transfer
Zero Transfer
Negative Transfer
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Definition of Learning
“ Learning is a relatively permanent change in behavior that oa result of a prior experience”.
“ A relatively permanent change in knowledge or skill produceexperience”.
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Principles of Learning
Every human being is capable of learning;
Learning is an active and dynamic process;
In the experimental mode people learn more;
When the learning process becomes complex, the rate of lecomes down;
Attention and concentration are sine qua non for learning;
Likes, dislikes, biases and prejudices retard learning;
Individuals learn better when they learn at their own pace.
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Components of Learning Process
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Kolb’s Learning Cycle
Do
Reflect
Concep
tualize
Exper
iment
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Lecture # 03 : Training Process & Traimethods, techniques and aids
Points to be discussed :
1. Designing the Training Program;
2. Elements of Program Design & Stages in Designing a Structure;
3. Key factors in Designing and Development of a Program;
4. Training Implementation;
5. Training Policy;
6. Types of Training;
7. Training Method;
8. Selecting the Best Method
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Training Process
Training process contains four stages :
Pre-Planning;
Planning;
Implementation;
Evaluation
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Designing the Training Program
Subject Methods
1. Objectives
2. Contents
Tutor/Manager
facilitator
Learning
Environment LearningCharacteristic
Re
P
Pri
The Learner
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Elements of Program Design & StagDesigning a StructureElements of Training Program Design :
1. Program Title;
2. Programme Objectives;
3. Contents of the programme;
4. Duration of the programme;
5. Topics of each session with session objectives;
6. Duration of each session;
7. Name of the lead faculty for each session;
8. Name of the guest speakers;
9. Date, time and duration of inaugural session;
10. Date, time and duration of the valedictory session;
11. Name of the chief guest for leading the inaugural and valedictory session;
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12. Date, time, duration, place and things to be carried by the participants fo
visit/ study visit;
13. Methods of training to be adopted during the programme;
14. Training materials/ audiovisual aids if any, required for the training progra
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Stages in Designing a Structure
Review the training objectives
Determine appropriate learning activities
Assess training times
Construct the timetable
Brief the trainers
Organize the preparation of material and equipement
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Key factors in Designing and Development of a Progra
The program design should contain and cover all the program contents effectiv
The program design should facilitate adult learning;
The course design should be invigorating, interesting, and motivating so that thinterest is kept high all through the program;
The program design should facilitate use of different training methods includingexperimental methods;
The training design should scale from simple concepts to complex matters so athe psychological fear of the trainees and their loosing interest consequently;
The course design should be logical and sequential;
The course contents should be divided into modules so that it facilitates step-blearning of trainees;
The training design should provide for including concepts, practical, assignmenvisits, experimental learning etc.
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Training Implementation
Administrative arrangement stage
Carrying out the training stage
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Training Policy
The training policy is the link between the training function a
Human Resource Planning.
Training Policy should be :
i) Precise and accurate;
ii) Proactive;
iii) facilitate selling of training to non-believers
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Types of Training
1. No specialfacilitiesneeded
2. Noadditional staffneeded
3. Real lifesituation, notsimulated
4. No ‘off -the- job’ costinvolved
5. Learningcan becontrolled
On-the-Jobtraining 1. More time
available
2. Relaxedatmosphere,moreconducive tolearning
3. Easier toobtain fullattention oftrainees
4. Improvemorale andmotivation forself-development
Off-the-Job
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Training Method
Combination of different methods of training contributes to t
effectiveness of training program.
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Classification of Training Methods
On the JobTrainingMethods
• OJT
• Job rotation
• Guidance and Counseling
• Syndicate Groups
SimulationMethods
• Role Play
• Case Methods
• Management Games
• In basket exercise
Knowledgebased Methods
• Lecture, extension talk/talk, group discussion, panel discussion, workshop, seminar, conference
• Brain storming sessions
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Classification of Training Methods
Skill based Methods
• Assignments, Practice after demonstration, Task performanc
• Skill Teaching• Role plays and Workshops
ExperimentalMethods
• Transactional analysis
• Achievement motivation games
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Selecting the Best Method
The method selection depends on what actions the trainees
supposed to take after finishing the course;
The duration of the training program and the availability of t
The level of knowledge about the trainees available to the t
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Lecture # 04 : Implementation of TraImplementation of training requires :
Facilities;
Training Site;
Logistical arrangements;
Physical arrangements and environment;
Proper disposition;
Equipment;
Materials and
Furniture.
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Logistical ArrangementsFacilities :
Room reserved;
Sitting layout.
Materials :
Trainer guides;
Other materials (list);
Facilitator materials.
Equipment :
Video Monitor
Projector
PC(s)
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Equipment :
Screen;
Sound System;
Boards, markers;
Flip chart;
Materials for equipment like diesel for generator etc.
Food Service :
Breakfast (coffee, refreshments)
Meals
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Personal arrangements :
Travel (learners, facilitator)
Lodging
Local travel
Social events
Recreation.
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Room Layout
i) U-shaped : ii) Conference table :
iii) Theatre style : iv) Traditional classroom :
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Room LayoutV) V-shaped vi) Cluster-team-style :
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Controlling the Physical Environmen
i) Temperature;
ii) Lighting;
iii) Sound System;
iv) Safety and Sanitation;
v) Air circulation and Air quality;
vi) External noise;
vii) Cleanliness;
viii) Power supply.
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Implementation of Training
Input Process Outp
1. Instructional Material
2. Instructional
Equipment3. Trainee and Trainer
Manuals
4. Facilities
Dry RunPilot
Training
Training
Implementation
Evaluation
Implementation and
Assessment of
Utility
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Factors Influencing Training Policy
1. The vision and mission of the organization;
2. The aims and strategic objectives of organization;
3. Size, traditions and prevailing culture in the organization;
4. Products r services of the organization;
5. Economic and social objectives of the organization;
6. The level of technology upgradation;
7. obligation to provide professional updating and continuous training;
8. Top management’s views about training;
9. The labour market and the availability of skilled and qualified staff;
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10. organization’s past and present training policies and practices;
11. the resources that are available and allocable surplus to training;
12. Expectation of employees and records of training needs of the organizati
13. Government legislation in areas of industrial safety;
14. Govt. funds available for sponsoring training programs.
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L t # 05 M t D l
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Lecture # 05 : Management Develop& Validation and Evaluation of Train
Points to be discussed :
1. The Need & Importance of Management Development;
2. Management Development Implications;
3. Sources of Knowledge & Skills;
4. Training for Executive Level Management;
5. Succession Planning;
6. Analyse the ROI;
7. Guidelines for calculating ROI of Training Program.
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Th N d & I t f M
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The Need & Importance of ManagemDevelopment
1. Competition for talent that is capable of development;
2. The continuous growth and development of business;
3. Increasing complexity of business;
4. Probable, continued, unsettled, political, economic, and soconditions-both domestic and foreign-that add to the demandmanager;
5. the need to press for continually improving performance dethese complicating factors;
6. the need to compress the time taken for a manager to becocompetent.
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Management Development Implicati
1. Excellence;
2. Lean and mean;
3. Fragmented-formalised-focused;
4. Re-engineering;
5. Competence and competencies.
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Sources of Knowledge & Skills
1. Research and Development (R&D);
2. Employees as a source of knowledge;
3. Suppliers and customers;
4. Systematic creativity;
5. Diversity;
6. Culture.
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Training for Executive Level Manage1. Planned Progression
2. Job Rotation :
A) Trainee rotation in non-supervisory work situation;
B) Trainee rotation in observation assignments;
C) Rotation among managerial training positions;
D) Middle level rotation in assistant position;
E) Unspecified rotation among managerial positions.3. Creation of Assistant to positions;
4. Role playing;
5. Understudy;
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6. Temporary promotions;
7. Committees and junior boards;
8. Conference programs;
9. University management programs;
10. Management workshop programs;
11. Coaching;
12. Laboratory training.
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Succession Planning
Steps in succession planning process :
a) Functions are determined and when positions will be available are as
Associated functions and anticipated future work requirements are reviewed
How real and anticipated changes in functions and new technologies will imfuture job requirements are fully understood;
b) Initial competencies required for each position are determined :
Skill, knowledge, ability, aptitude, values, motivation, initiative, self-control, wand attitude that contribute to exemplary job performance are determined;
c) Competency gap analysis :
Job competencies that will be required for future positions in the organizatioidentified;
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d) Developmental opportunities for each set of competencies are designed :
Opportunities to develop each of the competency sets to the needs of the individual and the futrequirements are identified.
e) Talent pool is maintained and developed :
Volunteers are enlisted;
Individual gap analysis is conducted;
Individual development plans are prepared;
Individual progress is tracked and reassessed.
f) Reassess and track overall progress and maintain a skill inventory :
Continually monitor skills and needs to determine any gaps and develop plans to meet deficiencontingencies;
Inventory of current and future needs is maintained as information for individual and group dev
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Analyze the ROI
RoI :
Noted : Total benefits include money saved by the organization, money mad
thing that adds directly or indirectly to the bottom line.
Total Benefits – Total Costs
Total Costs
X 100
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Guidelines for calculating ROI of Tra
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Guidelines for calculating ROI of TraProgram
1. A control group could be used, if possible;
2. For the desired results to be achieved sufficient time is to be allowed;
3. The direct costs of the training program are to be ascertained;
4. The productivity or performance before the training is to be measured;
5. The productivity or performance after the training is to be measured;
6. The productivity or performance increase is to be measured;
7. The increase is then translated into taka value benefit;
8. From the taka value benefit, cost of training is subtracted;
9. Then the ROI is calculated.
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Lecture # 06
Mid-term Exam
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Lecture # 07 :
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Lecture # 07 : ORGANIZATIONALDEVELOPMENT
Organizational Development or O.D. is a planned effort initiatedspecialists to help an organization develop its diagnostic skills, copinglinkage strategies( in the form of temporary and semi-permanent sysculture of mutuality.
• A planned effort – thinking and planning
• initiated by process specialists
• Diagnostic skills- data collection-overtime
• Coping capabilities-problem-solving,confront and cope
• Linking strategies-Indl.& Organl. Goals
• Culture of Mutuality, fostering of certain values and open and proactiveopenness, confrontation, trust, authenticity, pro-activeness, autonomy,and experimentation.
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Definition of O.D.by Edgar Schein An organization is the planned coordination of the activities of a number of pachievement of some common explicit purpose or goals through the divisionand function, and through a hierarchy of authority and responsibility.Development is the act, process, result or state of being developed-which in to advance, to promote the growth of, to evolve the possibility of, to further, toto enhance somethingTwo elements stand out viz.(a)Development may be an act, process or an end state
(b)Development means bettering somethingO. D. is the act, process or result of furthering, advancing, or promoting the gorganization
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The O. D. Approach to Change treats the organization as a system.
A system is an orderly group of logically related parts, principles and beliefs. Altera grouping or arrangement that relate or interact with each other in such a way awhole.
Thus this approach has the following characteristics:
(a)Total view not a limited view
(b)Relationship between the Orgn. and the environment
and the internal dynamics of the Orgn.
© Teams-temporary, semi-permanent and permanent-continous improvement(d)Inter-personal Communication
(e)Individuals- self awareness and self acceptance-developing skills, knowledge individuals
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O. D. is a systemic and systematic change effort, using behavioural science knowskill, to transform an orgn. to a new state.
O.D. is system-wide and value-based collaborative process of applying behaviouknowledge to the adaptive development , improvement and reinforcement of sucorganizational features as the strategies, structures, processes, people and clead to organizational effectiveness
The characteristics of O. D. are:
1. It is a system-wise process;2. It is value-based;
3. It is collaborative;4. It is based on behavioural science knowledge;5. It is concerned with strategies, structures, processes, people and culture;7. It is about organizational effectiveness
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OBJECTIVES OF ORGANIZATIONAL
DEVELOPMENT PROGRAMME
1.Individual and group development.
2.Development of organization culture and processes by consinteraction between members irrespective of levels of hierarc
3.Inculcating team spirit.
4.Empowerment of social side of employees.5.Focus of value development.
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6.Employee participation, problem-solving and decision-making at various lev
7.Evaluate present systems and introduction of new systems thereby achievinsystem change if required.
8.Transformation and achievement of competitive edge of the organization.
9. Achieve organization growth by total human inputs by way of research anddevelopment, innovations, creativity and exploiting human talent.
10.Behaviour modification and self managed team as the basic unit of an org
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OD Implications:
1. For Individualsa)Most individuals believe in their personal growth. Even today, tra
development, promotion to the next higher position dominates thorganization philosophy.
b)Majority of the people are desirous of making greater contributio
organizations they are serving. Achievements of organizational ghowever, subject to limitations or environmental constraints. It is organizations to tap the skills that are available in abundance.
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This leads to adopt the following organization strategy for development:
◦ Ask questions to resolve doubts.
◦ Listen to superior’s advice.
◦ Support employees in their venture.
◦ Accept challenge.
◦ Leaders to encourage creativity and promote risk taking.
◦ Give additional responsibility to subordinates.
◦ Set high standards of quality.
◦ Empower employees.
◦ Initiate suitable reward system that should be compatible, if not more than the indust
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2. For Groups
a)One of the most important factors in the organization is the ‘wgroup’ around whom the organization functions. This includesgroup and the leader (boss)
b)More people prefer to be part of the group because the groupthem.
c)Most people are capable of making higher contributions to theffectiveness.
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Following strategy is required to be adopted for group development bthe above assumptions:
a)Invest in training and development of the group. Money and time sthis is an investment for the organization. Leaders should also invedevelopment of skills and thus help create a position organizational
b)Let the team flourish. Teams are the best approach to get the work Apart from the above teams enjoy emotional and job satisfaction wwork in groups.
c)Leaders should adopt team leadership style and not autocratic leadstyle. To do this, jobs should be allotted to the team and not to the i
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d)It is not possible for one individual (leader) to perform both, the leaand maintenance functions. It is therefore necessary for team mem
assist leader in performance of his duties.
e)Group should be trained in conflict management, stress managemdecision-making, collaboration, and effective interpersonal communThis will improve organizational effectiveness. Empowerment is thestone of the successful organizations.
f)Leaders should pay particular attention to the feelings of the employshould be understood that suppressed feeling and attitudes adversproblem-solving, personal growth and job satisfaction.
g)Development of group cohesiveness.
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3.For Organizations
a) Create learning organization culture.
b) Adopt win-win strategy for sustained growth.
c) Create cooperative dynamics rather than competitive organizationdynamics in the organization.
d) Needs and aspirations of the employees in the organization must
This leads to greater participation of the employees. Organizations sadopt developmental outlook and seek opportunities in which peopleexperience personal and professional growth. Such orientation creafulfilling prophecy.
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e) People must be treated with due respect and considered imp
The credit of success must be given to the employees uncondif) Promote organizational citizenship.
4. It is possible to create organizations that are humane, demoempowering on one hand and high performing in terms of proquality of output, profitability, and growth on the other. It is the
responsibility of every entrepreneur to ensure that the needs osociety are met.
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Top values associated with O. D. today:1.Increasing effectiveness and efficiency;
2.Creating openness in communication;3.Empowering employees to act;4.Enhancing productivity;5.Promoting organizational participation.
Values considered to be most important:1.Empowering employees to act;
2.Creating openness in communication;3.Facilitating ownership of process and outcome;4.Promoting a culture of collaboration;5.Promoting inquiry and continuous learning.
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Organizational Development is planned change in the organizational context.context of change it is necessary to refer to Kurt Lewin
He has provided two principle ideas viz.1.What is occurring at any point of time is a resultant in a field of opposing foproduction level at a particular point of time is the resultant equilibrium of sompushing towards higher levels of production and other forces pushing towardlevels of production. The production levels tend to remain at the same levelsof forces remains constant. Another example could be the level of morale.
2.The second contribution is the change itself. He has described a three- stag
viz.(a Unfreezing the old behaviour (b)Moving to a new level of behaviour (c )Refreezing the behavior at the new level
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Kurt Lewin’s Three –Stage Model : as modified by Lippitt & others1.Developing a need for change. (Lewin’s unfreezing phase)
2.Establishing a change relationship. In this phase a client system in nand a change agent from outside the system establish a working relat
3.Clarifying or diagnosing the clients system’s problem4.Examining alternative routes and goals; establishing goals and intenactions
5.Transforming intentions into actual change efforts.Phases 3, 4 and
5 correspond to Lewin’s moving phase6.Generalizing and stabilizing change. This corresponds to Lewin’s refphase
7. Achieving a terminal relationship, that is, terminating the client-consurelationship
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Lecture # 08 : P t ti l C fli t
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Lecture # 08 : Potential Conflicts wConflict with profit making
Conflict with managerial prerogatives
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O. D. PROCESS:
Diagnosis,Action & Program Management
The O. D. process consists of three components-diagnosis, action and program management.
Diagnosis component consists of continuous collection of data about the total system, its sub-unitsand its culture.
The action component consists of all the activities and interventions designed to improve the orgafunctioning.
The program management component is designed to ensure success of the program.
Diagnosis involves;
1.What are its strengths?
2.What are its problems?
3.What are its unrealized opportunities?
4.Discrepancy between desired situation and current situation?
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Organizational Level Diagnosis
Inputs
General
Environment
Industry
Structure
Transformation
Strategy
Design Factors
Culture
Outputs
Performance
Productivity
Satisfaction
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Group Level Diagnosis
InputsOrganization
Design
Factors
Culture
Strategy
Transformation
Group
Design
Factors
Outputs
Team
Effectiveness
Productivity,
Satisfaction
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Individual Level Diagnosis
InputsGroup
Design
Factors
Personal
Characterist-
ics
Transformation
Job
Design
Factors
Outputs
Individual
Effectiveness
Productivity,
Satisfaction
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After Diagnosis
Feeding back the information
Choosing interventions
Managing change
Institutionalizing change
Lecture # 09 : OD Intervent
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Lecture # 09 : OD InterventOD interventions are sets of structured activities in which selected organizengage in a series of tasks which will lead to organizational improvement.
Interventions are actions taken to produce desired changes.There are one of four reasons why there is need for OD interventions:1.The organization has a problem- some thing is “broken”, and corrective actbe taken i.e. it needs to be “fixed”.
2.The organization sees an unrealized opportunity: something it wants isreach. Enabling actions- interventions- are developed to seize the opportunit
3.Features of the organization are out of alignment: parts of the organizationat cross-purposes.Alignment activities- interventions- are developed to get thtune.
4.The vision guiding the organizational changes: yesterday’s vision is noenough. Actions to build the necessary structures, processes, and culture tonew vision- interventions- are developed to make the new vision a reality.
n.b. OD interventions are planned sets of actions to change situations
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Generally OD interventions follow a well-planned overall OD strategy and get revevents unfold and are answers to the following questions:
1.What are the change/improvement goals of the program?2.What parts of the organization are most receptive to the OD program?3.What are the key leverage points( individual or group) in the organization4.What are the most pressing problems in the client organization?5.What resources are available for the program in terms of client time and energyand external facilitators?
N. B.. With the help of the above questions the OD practitioner would be able to fgame plan and sequence of interventions etc.
Furthermore, OD has two goals- one educational and the other accomplishing –a-goal. Normally learning takes place in one setting e.g. a classroom whereas actioplace at the work place. Secondly, OD deals with real life problems and uses sevlearning models.
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Team Building
Improved group processes
Communication
Goal clarification
Role clarification
Task orientation
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Survey Feedback
Small meetings to feedback on
survey resultsMeetings used to formulatechange
Managers conduct meetings toindicate commitment
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Employee Involvement
Quality of work life
Quality circles
Total quality management
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Re Engineering
Job redesign
Teamwork
Work performed by mostappropriate person
Advanced informationtechnologies used
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OD Effectiveness
More impact on organizational than individual outcomes
Works better for white collars than blue collars;Works better if multiple techniques are used;
Technological change shows more positive outcomes.
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Measurement Problems
Difficult to isolate cause of outcomes since OD efforts ofinvolve multiple changes
May be the result of Hawthorne effects
Change may be due to maturation or passage of time andintervention
Lecture # 10
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Term Final Exam
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Best of
LuckMK ZAMAN, HRM & OD PROFESSIONAL CLASS ROOM USE ONLY