CPLP STUDY GUIDE
MODULE 5
FACILITATING ORGANIZATIONAL CHANGE
Note: There were some changes to this module apparently in different publications of the Learning System and not just from the announced major changes, which became active Sept 2009. So, don’t be surprised if your Titles and Objectives seem a little different. I used the most current version of Publication (Imprint 10-09-5-6).
Chapter 5 has a pdf downloadable, since it was completely re-written.
1-SYSTEMS THINKING AND OPEN SYSTEMS THEORY /Objective / Information /
Describe the importance of applying systems thinking theory to change initiatives. / Systems thinking puts a problem (need for change) into a context of the larger whole with the objective of choosing the most effective place to make a change intervention.
List the benefits, characteristics, and perspectives of systems thinking. / Systems thinking – looks at a problem from a holistic perspective
Benefits – better ability to understand the ramifications of decisions
Characteristics
Understand complex relationships and interdependencies
Take responsibility to fix the problem
Balance short and long term needs and perspectives
Reframe an issue or problem
See the entirety of a solution
Discern patterns of recurring problems not driven by daily events
Question any and all underlying assumptions
Develop understanding and compassion
Perspectives: 3 perspectives to looking at a problem:
Events level
Patterns level
Structures level
Explain how open systems theory applies to facilitating change. / Open systems theory is the view that any organization is a system that absorbs environmental inputs, uses/transforms them, and expels them as outputs (goods or services).
2-CHAOS AND COMPLEXITY THEORY /
Objective / Information /
Define the concepts behind the chaos and complexity theory. / Chaos theory is based on underlying assumption that order exists even though it is not immediately identifiable.
Chaos is the study of how simple system generate complicated behavior.
Complexity is the study of how complicated systems generate simple behavior.
Identify how the chaos and complexity theory relates to organizational change. / “Organizational experts have found that organizations are near perfect examples of complex, non-linear dynamic systems.”
Describe the similarities and differences between chaos and complexity. / · Chaos is a state where patterns cannot be made nor details understood
· Complex systems have details, whose role in the larger system cannot be understood fully by examining them apart from the system
Describe how chaos and complexity applies to developing a change intervention. / Some initial steps to applying concepts of chaos and complex systems to change interventions:
· Encourage members to loosen control and allow teams to self-organize
· Promote a search for alternative or innovative solutions rather than clinging to past practices
· Engage the whole system to participate in planning, problem solving, and creating the future
· Help develop and communicate shared values and purpose throughout the organization
3-APPRECIATIVE INQUIRY THEORY /
Objective / Information /
Explain how appreciative inquiry applies to leading groups or teams. / Appreciative Inquiry is an approach to large scale organizational change that involves the analysis of positive and successful operations.
Appreciative inquiry is an approach based on the idea that inclusion and interventions will be more successful if all employees are more involved.
List and describe effective questioning techniques. / Appreciative inquiry questions leave people feeling confident, excited, and creative.
Using effective questioning techniques – the 4-D Cycle
· Topic: identify topic team will discuss and reinvent
· Discovery: this phase kick starts positive conversations about the topic
· Dream: the goal of this phase is to create a powerful and amazing vision for the future related to the topic
· Design: the work done thus far is synthesized into a picture or model of what should change
o Provocative propositions – the output of the design phase and is a view of the desired state expressed in powerful statements
· Destiny: participants celebrate what they have created and set actions and projects in motion to make the vision a reality.
Describe the effect of multidisciplinary situation on the change initiative’s success. / Paths to the ideal future state may require a combination of many interventions. It is critical for ensuring that the solution(s) meets the needs of those most affected by it.
Define experiential activities and how they expand learning. / Experiential Learning Activities (ELAs) – activities that attempt to duplicate life experiences
ELAs are based on several characteristics
· Directed toward a specific learning goal
· Structured
· High participant involvement
· Generate data and info for participant analysis
· Require processing or debriefing for maximum learning
FYI: Experiential Learning Cycle:
· Experiencing – doing something
· Publishing – share observations
· Processing – interpret dynamics or concepts
· Generalizing – connect to real life
· Applying – plan effective change
Explain how using appreciative inquiry affects organizational realignment. / Understanding Organizational Realignment
The implementation of new structures and processes is critical to the success of the realignment. To ensure that team members and peers support the new way of doing work
· Work with management and HR on timing
· Coach on way so to communicate plan to team members
ACTION LEARNING vs. ACTION RESEARCH THEORY
Note: In some older versions of this book, the objectives (and the chapter title) may have changed from Action Research Theory to Action Learning—two distinctly different OD or Education approaches…
Action research by Kurt Lewin (father of OD) coined in 1944 and focuses of participatory involvement in interpreting the research…a spiral of steps of planning, action, and fact-finding about the result of the action. [Identify a general or initial idea, reconnaissance or fact finding, planning, take 1st action step, evaluate, amend plan, take 2nd action step…]
Action Learning is educational process started by Reginald Revans (developed in UK in 1940s) [L=P+Q learning = Programmed (traditional) knowledge and Questioning to create insight.]
Action research assumes that the subjects of a research project and the researchers jointly contribute to the design and outcomes of the initiatives.
For change management, Action Research info used phrases as “unfreezing, changing, and refreezing” to describe the transition phases of change.
4 – Action Learning /Objective / Information /
Describe the six components of action learning. / Action learning derives its power and benefits from six interactive and interdependent components.
· Problem or Project: the problem should be significant; be within the responsibility of the team; and provide an opportunity for learning
· Action Learning Group: the diverse group that examines an organizational problem that has no easily identifiable solution
· Questioning: provides learning about what one does not know in addition to one’s current knowledge.
· Resolution to Take Action: There is no real learning unless action is taken. Members of the action group must have power to take action or be ensured that their recommendations will be implemented.
· Commitment to Learning: The action may provide short-term benefit, but long-term benefit is the learning/development of the people. The learning is as important as the action.
· Group Facilitator or Learning Coach: facilitation helps the group slow down its process to allow sufficient time to reflect on learning.
Explain how Bloom’s Taxonomy can be applied to convey learning. / KSA (Knowledge, Skill, Attitude) describe the ultimate goal to the learning (what learner should acquire/do during learning). Relates to the need to use different techniques and presentation methods to help convey content.
<Last statement seems confused with VAK model to Star.>
Describe how Six Sigma processes can help transform an organization. / Strategic Six Sigma principles and practices can
· help companies formulate an integrate business strategies and missions
· deal with constantly changing and increasingly complex customer requirements
· drive revenue growth and systemic, sustained culture change
· enhance and condense the corporate learning cycle
Explain how the Kepner-Tregoe approach to change can identify needs and wants. / Kepner-Tregoe provides a decision-making process with criteria divided into must haves and wants.
· Musts are definable into yes or no category
· Wants are relative measures that are important but cannot be qualified into yes or no answers (weighted)
Describe how action learning can be applied to group or team facilitation. / Over the years, action learning programs have developed into:
· An action learning group or team
· A project, problem, or task
· A questioning and reflecting process
· A commitment to action and learning
· A group facilitator
Questioning and reflecting generates creativity, removes people from boxes, identifies connections, and develops systems perspectives.
“Questions are not a quest for solutions; they are an opportunity to explore.”
Apply the action learning theory to meeting management. / Action learning requires collaboration and there are 3 critical steps to applying those skills and knowledge related to meeting management
· Get ready to meet
· Meet
· Follow up
Understand how to apply action learning in a multicultural (global) environment. / Three interlocking steps are necessary to create acceptance of diversity
1. recognizing the effect of different cultures on the workplace
2. taking organizational responsibility
3. training individuals to develop interpersonal skills.
5- SYSTEMS, CULTURE, AND LEADERSHIP IN AN ORGANIZATIONAL SETTING
Note: Completely re-written. See downloadable pdf file to ensure current information)
http://austin-astd-cplp-study-group.pbworks.com/w/page/41680520/Star's-Study-Guides#view=edit /
Objective / Information /
Describe, compare, and give examples of the evolution of the industrial and postindustrial leadership models and their congruent organizational structures.
-1 / · Tribal Organizational Structure (OS) – Chief at top (elder or best in role – later to royalty) – provide authority and advice
· Agricultural OS – Hierarchies [still chief at top] could develop with settlements & diversification of labor
· Family Business OS – family members & trusted colleagues (near family) in key management/responsibility positions [still chief at top]
Continued
Describe, compare, and give examples of the evolution of the industrial and postindustrial leadership models and their congruent organizational structures.
- 2 / · Hierarchical OS – (silos) strong central org with functional areas reporting rolling up to CEO
· Flat Management Model – (horizontal) few or no levels between staff and management (limit org size to allow this; offers more decision-making capacity at worker level)
· Matrix Management Model – (multi-directional) combines line and hierarchical structures with a general manager at top. It integrates diverse areas of expertise (folks loaned to projects but still report to functional area manager)
· Fishnet – a more horizontal structure with flexible webs of interconnectivity—it uses information technologies to allow adjustment to structure. The upper management exert control and continuity while the decentralized units (where work done) are flexible and respond to uncertainty/change. They are part of project and feel ownership in those tasks.
Continued
Describe, compare, and give examples of the evolution of the industrial and postindustrial leadership models and their congruent organizational structures.
-3 / Industrial
· From Hierarchical OS > treat people as interchangeable parts (replacable).
· (Elitist model) Leaders are authorities, followers are simply expected to do what the leader tells them to do.
· Leadership and Management interchangeable terms.
· Theory X – assumes people would rather play than work—that they’ll avoid really working without watchdog management and people do not want to decide for self but prefer being told what to do
· Great Man/Woman Theory – leadership comes from innate talent (breeding)
· Trait Theory – Matched the inherent traits common in great man/woman theory to those suitable for leadership
· Group Approach – Leaders take initiative to help a group move towards achieving a goal
· Contingency Theory – Assumes the leader’s ability to lead is dependent on various situational factors, such as leader’s preferred style, the abilities and actions of followers, and the environment
Continued
Describe, compare, and give examples of the evolution of the industrial and postindustrial leadership models and their congruent organizational structures.
-4 / Postindustrial Models
· Recognizes complexity of workplace and need for knowledge workers to learn and own decisions—and the rapid change expectations
· Leadership and management viewed very differently. Leadership may be distributed to all levels of workers. Leadership is about making transforming change while management is about making incremental change (leadership – effectiveness-focused, management – efficiency-focused)
· Followers don’t really exist. They are collaborators or partners.
· Theory Y – most people will work to achieve goals to which they are committed and people can learn to accept and even seek responsibility
· Transformational – Ability to raise others to a higher level of morality. Starts with a vision that excites and converts potential followers (MLK for example). The leaders inspire followers to their vision.
· Collaborative – Cross functional, peer groups with leaders focused on ensuring the collaborative process. Focus is on synergistic productivity.
· Servant Leadership – emphasizes the leader’s duty to serve the needs of his/her followers. [Writer positions Servant Leadership as being Industrial AND Postindustrial]
Note: Added 4 areas leadership models can be categorized as:
· Directive Leadership (top-down decisions/rules)
· Supportive Leadership (sensitivity to subordinate’s needs)
· Participative Leadership (consults groups for decisions; shares info)
· Achievement-oriented Leadership (high goals & cheerleading)
Describe the basic goals of leadership within and across organizations. / There are 5 basic goals of leadership:
· To create a positive and effective atmosphere for communication
· To develop and communicate a collective sense of vision
· To inspire transforming/transformational change
· To provide a sense of direction for the organization
· To provide a conduit between the organization and the marketplace
Compare and contrast leadership and management, and describe the nature of their complementary relationship. / Leadership = focuses on big, transformative, or substantive change [effectiveness; transformational]
Management = focuses on incremental changes to improve organizational goals [efficiency; transactional]
Management is position, with subordinates and authority.