Designing, Developing and Staffing High Performance Organizations

Summer Term, 2006Thomas Foard, Ph.D.

Welcome

Plan for Tonight Introductions Basic Assumptions Review of Objectives Theoretical Biases

Who Am I

Director, Centers for Professional Development

Provide non-credit professional training Leadership Information Technology Professional Engineering Quality

Background/ Experience

Trained in clinical neuropsychology and behaviouralmedicine

Transitioned to organizational psychology Consultant Organizational Psychologist VP Human Resources

Small High Tech Manufacture Major Canadian Mining Company

Senior Executive In Two Training and Development Organizations

Certified by Center for Creative Leadership to deliver the Leadership Development Program

Class Introductions

Talk to three other people for two minutes each. Determine as many things as possible that you

have in common I will announce when it is time to change After exercise is complete, each person will do

their own introduction (Instructions on next slide) Most unusual, infrequent or exceptional list gets

a prize. (Sole judge is me no debating allowed.)

Introduction Instructions

Name Position Organization Business Sector Experience with management Experience with leading change Three things you discovered you had in

common with others

Course Title

What do you need to know in order to design develop and staff and effective organization?

What is a high performance organization?

Course PurposeUpon completion of this course, a student should: Understand how the actions and attitudes people exhibit

within organizations impact the organization. Recognize different theories that describe or predict

behaviour in organizations. Develop models to apply these theories systematically to

situations within organizations Recognize how the systematic study of these relationships

adds value for a manager/ leader Use course content to better understand, predict and

explain their own organizational situations and experiences

Topics Covered

Organizational Change

Organizational Culture

Organizational Structure

Conflict and Negotiation

Power and PoliticsLeadership

CommunicationTeamsGroup Behaviour

Decision-makingMotivationPersonality

Student Expectations?

Personally I am always ready to learn, although I do not always like being taught.

Sir Winston Churchill

Structure of the Course

Class is opportunity to develop ideas, experience and review

Text is a baseline and not the primary content. You are expected to read and understand it.

Students are welcome to ask questions about the readings

If you become a teacher, by your pupils youll be taught

Anna, from the King and I(really Rogers and Hammerstein)

Structure of the Course

Adult learning principles will be followed Use experience / natural goals Learners must be active participants/ must be

respected/ have different learning styles Must be able to apply what is learned.

Teaching others one of the most effective ways to learn

Class Materials

Essentials of Organizational Behavior, Eight Edition, Stephen P. Robbins, 2005, Prentice Hall

Text is accompanied by Self-Assessment Library 3.0 Online

Class Materials (continued)

Turnaround: An Organization Change SimulationHuman Synergistics2001

Harvard Business Review Reprints

Why Hard-Nosed Executives Should Care About Management Theory.Christensen, C.M., Sept 2003

What Makes a Leader. Goleman, D Nov/Dec 1998

Students ?

Critical learning resources for each other Bring relevant experience about some

concepts Provide opportunity to observe or test

theories Why the introduction to each other?

Grading

Two types Individual 50% 3 papers - application of a theory 1 presentation

Group Project 50% Application of more than one theory Both formal presentation and written paper Some portion of the rating will be by your peers For an individual to get full credit, must be an active

participant in the presentation.

Library Presentation

How many of you have experience using the Cole Library and its systems?

Special Web Site

I have created a web site for this course. It will be a source to download and print the

primary content for the course. Slides for most of what we will talk about will be posted at least the day before class. I will try to post copies of the slides for download.

www.rh.edu/~tfoard

Questions?

Organizing Principles

Here you will not learn the Truth

What does that mean? How does it impact you? My organizing principles

Principles

All of what we will talk about are living systems

All of what we will talk about is highly complex

Theories provide a way to reduce the complexity

Law of Unintended Consequences?

Examples and experiences

Review and Understand Theories of How Organizations Work Provide a way to compare organizations Provide a means to explain what has

happened Provide a method to predict what might

happen

Complexity

from JaquesRequisite Organization

From Jaques, Elliott (1996) Requisite Organization. Cason Hall & Co., Arlington, VA

Systems Theory and Organizations

Present in literature Senge, Peter M.,(1990) The fifth discipline : the art and

practice of the learning organization. Doubleday, New York

Wheatley, Margaret J., (1992) Leadership and the new science : learning about organization from an orderly universe Berrett-Koehler Publishers, San Francisco

Jaques, Elliott(1996) Requisite Organization. Cason Hall & Co., Arlington, VA

What is a System?

A collection of components organized to accomplish a specific function or set of functions. [IEEE STD 610.12] www.ichnet.org/glossary.htm

1. A group of interacting, interrelated, or interdependent parts made up of matter and energy that form a complex whole. 2. Anything that uses matter and energy to organize, maintain, or change itself (e.g., the sun, a glass of water, a frog, a city). www.uwsp.edu/cnr/wcee/keep/Mod1/Unitall/definitions.htm

What is Systems Thinking?

Systems thinking is a conceptual framework, a body of knowledge and tools that has been developed over the past fifty years, to make the full patterns clearer and to help us see how to change them effectively

Peter Senge, The Fifth Discipline: The Art and Practice of The Learning Organization, New York, 1990

Living Systems

Originally developed by James Grier Miller (1978)

Living Systems are different from non-living systems

One critical difference is the processing of information as well as matter-energy.

Levels of Living Systems

Cell Organ Organism (Individual) Group Organization Community Society Supranational System

Millers 19 Subsystems

1. Reproduce - the subsystem which cames out the instructions in the genetic information or charter of a system and mobilizes matter, energy, and information to produce one or more similar systems.

2. Boundary - the subsystem at the perimeter of a system that holds together the components which make up the system, protects them from environmental stresses, and excludes or permits entry to various sorts of matter-energy and information

3. Ingestor - the subsystem which brings matter-energy across the system boundary from the environment.

4. Distributor - the subsystem which carries inputs from outside the system or outputs from its subsystems around the system to each component.

5. Converter- the subsystem which changes certain inputs to the system into forms more useful for the special processes of that particular system.

6. Produce - the subsystem which forms stable associations that endure for significant periods among matter-energy inputs to the system or outputs form its converter, the materials synthesized being for growth, damage repair, or replacement of components of the system, or for providing energy for moving or constituting the system's outputs of products or information markers to its suprasystem.

7. Matter - energy storage, the subsystem which places matter or energy at some location in the system, retains it over time, and retrieves it.

8. Extruder - the subsystem which transmits matter-energy out of the system in the forms of products or wastes

9. Motor - the subsystems which moves the system pr parts of it in relation to part or all of its environment or moves components of its environment in relation to each other.

10. Supporter - the subsystem which maintains the proper spatial relationships among components of the system, so that they can interact without weighting each other down or crowding each other.

11. Input transducer - the sensory sybsystem which brings markers bearing information into the system, changing them to other matter-energy forms suitable fro transmission within it.

12. Internal transducer - the sensory subsystem which receives, from subsystems or components within she system markers bearing information about significant alterations in those subsystems or components, changing them to other matter-energy forms of a sort which can be transmitted within it.

13. Channel and net - the subsystem composed of a single route in physical space,or multiple into interconnected routes, over which markers bearinginformation are transmitted to all parts of the system.

14. Timer - the subsystem which transits to the decider information about time-related states of the environment or of components of the system. This information signals the decider of the system or deciders of subsystems to start, stop, alter the rate, or advance or delay the phase of one or more of the system's processes, thus coordinating them in time.

15. Decoder - the subsystem which alters the code of information input to it through the input transducer or internal transducer into a "private" code that can be used internally by the system.

16. Associator - the subsystem which carries out the first stage of the learning process, forming enduring associations among items of information in the system.

17. Memory - the subsystem which carries out the second stage of the learningprocess, storing information in the system for different periods of time, and then retrieving it.

18. Decider - the executive subsystem which receives information inputs form all other subsystems and transmits to them information outputs for guidance, coordination, and control of the system.

19. Encoder - the subsystem which alters the code of information input to it from other information processing subsytems, fro a "private" code used internally by the system into a "public" code which can be interpreted by other systems in its environment.

20. Output transducer - the subsystem which puts out markers bearing information from the system, changing markers within the system into other matter-energy forms which can be transmitted over channels in the system's environment

From Miller, J.G., Living Systems, New York, 1978

Processes repeat at different levels

The same or similar processes occur at all levels in a living system

When applying theory to one level, consider how it applies to the next level

Fractalsfrom WheatleyLeadership and the new science

From Wheatley, Margaret J., (1992)Leadership and the new science : learning about organization from an orderly universe. Berrett-Koehler Publishers, San Francisco

Levels focused on in this course

Organism (Individual) Group (Team/ Work Unit) Organization (Company)

Examples?

Form groups of 3 or 4Task - to identify a process or theory that from your observation applies across all three levelsReport on what theory or process is, and how it applies to each level individual, group and organization

One Model

Information Overload present at all levels Each level has developed means to gate out

information considered unimportant At the three levels chosen here

CultureOrganizationGroup NormsGroupPreferences and PersonalityIndividualProcessLevel

Impact of Information Overload

High Potentials Information Demands

Managerial

Technical

High Potentials InformationDemands

Technical

Managerial

TodayToday

FutureFuture

Management Theory

Huczynski (1996) described four periods for management gurus

1. Rational-Economic (1890-1920)2. Social (1920-1950)3. Psychological (1950-1980)4. Entrepreneurial (1980-present)5. What about pre-1890?

Rational Economic

Frederick Taylor Principles of Scientific Management

Max Weber Bureaucratic model of Organization

Henri Fayol Principles of Management

Social Period

1. Mayo, Roethlisberber & Dickson The Hawthorne Effect

2. Myers & Briggs The Myers Briggs Type Indicator

Psychological Period

1. Abraham Maslow Hierarchy of Needs2. David McClelland The Achievement Motive3. Walker & Guest Total Job Situation4. Frederick Herzberg Motivation-Hygiene

Theory5. French & Raven Bases of Social Power6. Douglas McGregor Theory X Theory Y

Psychological Period

7. Rensis Likert System 4 Theory of Management8. Trist & Bamforth Sociotechnical Systems 9. Burns & Stalker Mechanistic Organic Systems10. Edward Deci Intrinsic vs. Extrinsic Motivation11. Hackman & Oldham Job Characteristics Model12. Will Schutz FIRO-B

Entrepreneurial Period

1. W. Edward Deming 14 Points for Management2. Peters and Waterman In Search of Excellence3. Hershey & Blanchard Situational Leadership4. Richard Walton Control vs Commitment5. Edward Lawler Employee Involvement6. Peter Senge Learning Organization7. Daniel Denison Organizational Culture8. Elliot Jaques Hierarchy9. James Grier Miller Living Systems

Request for Assistance Working on a multi-rater coaching tool. Initial step is to get people to do a special coaches

rating Go through 70 items 3 times

First for self Second for worst coach Third for best coach

Survey online at: http://survey.talentmap.com/Coaching/coaching.htm Process should take about 20 minutes Link on website.

History and Theory

PsychologyPsychologyPsychology SociologySociologySociology SocialPsychologySocialSocial

PsychologyPsychology AnthropologyAnthropologyAnthropology PoliticalSciencePoliticalPoliticalScienceScience

IndividualIndividualIndividualGroupGroupGroup

OrganizationSystem

OrganizationOrganizationSystemSystem

Study ofOrganizational

Behavior

Study ofStudy ofOrganizationalOrganizational

BehaviorBehavior

LearningMotivationPersonalityEmotionsTrainingIndividual

decision makingLeadership

effectivenessJob satisfactionPerformance

appraisalAttitude

measurementJob designWork stress

LearningLearningMotivationMotivationPersonalityPersonalityEmotionsEmotionsTrainingTrainingIndividual Individual

decision makingdecision makingLeadershipLeadership

effectivenesseffectivenessJob satisfactionJob satisfactionPerformancePerformance

appraisalappraisalAttitudeAttitude

measurementmeasurementJob designJob designWork stressWork stress

Group dynamicsWork teamsCommunicationStatusPowerConflict

Group dynamicsGroup dynamicsWork teamsWork teamsCommunicationCommunicationStatusStatusPowerPowerConflictConflict

Formal organizationtheory

Organizationaltechnology

Organizational change

Organizational culture

Formal Formal organizationorganizationtheorytheory

OrganizationalOrganizationaltechnologytechnology

Organizational Organizational changechange

Organizational Organizational cultureculture

Behavioral change

Attitude change

CommunicationGroupdecision making

Group processes

Behavioral Behavioral changechange

Attitude Attitude changechange

CommunicationCommunicationGroupGroupdecision makingdecision making

Group processesGroup processes

Comparative values

Comparative attitudes

Cross-cultural analysis

Comparative Comparative valuesvalues

Comparative Comparative attitudesattitudes

CrossCross--cultural cultural analysisanalysis

Organizational culture

Organizational environment

Organizational Organizational cultureculture

Organizational Organizational environmentenvironment

ConflictIntraorganizational politics

Power

ConflictConflictIntraorganizational Intraorganizational politicspolitics

PowerPower

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Toward an OB DisciplineToward an OB DisciplineToward an OB Discipline

Major Psychological Contributions of OB

LearningLearning

PerceptionPerception

AttitudesAttitudes

ValuesValues

Terminal ValuesTerminal Values A comfortable life (a prosperous life)A comfortable life (a prosperous life) A sense of accomplishment (lasting A sense of accomplishment (lasting

contribution)contribution) A world of peace (free of war and conflict)A world of peace (free of war and conflict) A world of beauty (beauty of nature and A world of beauty (beauty of nature and

the arts)the arts) Equality (brotherhood and equal Equality (brotherhood and equal

opportunity for all)opportunity for all) Family security (taking care of loved ones)Family security (taking care of loved ones) Freedom (independence, free choice)Freedom (independence, free choice) Happiness (contentedness)Happiness (contentedness) Inner harmony (freedom from inner Inner harmony (freedom from inner

conflict)conflict) Pleasure (an enjoyable, leisurely life)Pleasure (an enjoyable, leisurely life) Salvation (saved, eternal life)Salvation (saved, eternal life) Social recognition (respect, admiration)Social recognition (respect, admiration) True friendship (close companionshipTrue friendship (close companionship)

Examples: Terminal and Instrumental Values in Rokeach Value Survey

Instrumental ValuesInstrumental Values Ambitious (hardworking, aspiring)Ambitious (hardworking, aspiring) Capable (competent, effective)Capable (competent, effective) Cheerful (lighthearted, joyful)Cheerful (lighthearted, joyful) Clean (neat, tidy)Clean (neat, tidy) Courageous (standing up for your Courageous (standing up for your

beliefs)beliefs) Helpful (working for the welfare of Helpful (working for the welfare of

others)others) Honest (sincere, truthful)Honest (sincere, truthful) Imaginative (daring, creative)Imaginative (daring, creative) Logical (consistent, rational)Logical (consistent, rational) Loving (affectionate, tender)Loving (affectionate, tender) Obedient (dutiful, respectful)Obedient (dutiful, respectful) Polite (courteous, well mannered)Polite (courteous, well mannered) Responsible (dependable, reliable)Responsible (dependable, reliable)

Source: Adapted from M. Rokeach, The Nature of Human Values (New York: The Free Press, 1973).

What are we working with

From your experience make a list of generalizations of how people behave at work.

Try to be as broad as possible e.g., People are always after more money e.g., People are always trying to cut corners e.g., People always give their all

What does this imply about your theory of people?

Next Class

Read Chapters 2 & 3 in Robbins Read Why Hard Nosed Executives Should

Care About Management Theory Complete the Jungian Self Assessment and

bring the 4 letter code to the next class.