The college project it's helps to understand Organizational Development in full details how it is done, why do we need ? and how to do it.

1. Organizational Development
By Jiten patel
BBA sem-3 023

2. What is Organizational Development?
There is no single definition of Organizational Development if we were
to break it into its parts we can discover one meaning: "Organization"
has come to mean the coming together of people and resources to form a
unit. "Development" in its simplest form suggests change and growth.
So OD could be defined as the practice of changing people and
organizations for positive growth.
In practice, Organizational Development can take on many forms, and
typical OD activities can include some of the following :-
 Teams and Team Building
i. OPERATIONAL DEFINITIONS AND HISTORICAL
LOOK
* Types of Groups
There are several types of group’s which appear in literature about
teamwork. These generally fall under the categories of
1) Work groups.
2) Work teams.
3) Self-directed teams.
Here the various definitions for these terms will be included with a
historical look at groups and teams.
There is also the "non-group," called a collection of people.
A collection is a number of people that have no sense of
belonging to a group, being considered a collection by the
physical location of its membership. Schein refers to these as
aggregates of people Schein gives the example of an aggregate of
people on a street corner waiting for a bus, or an entire department

3. or division of an organization, where they generally do not all
interact and are not all aware of each other
1) Groups and Work Groups
A work group is a group in that is engaged in work in an
organizational setting. Work groups have been the focus of
many research studies. Schein, who is considered an expert
authority in the field of organizational groups, defines
organizational work groups as "Any number of people who
interact with each other are psychologically aware of one
another, and perceive themselves to be a group" The term
group was broadly defined by Bales in 1950 as
"Any number of persons engaged in a single face-to face
meeting or series of meetings in which each member receives
some impression of each other member...as an individual
person, even though it be only to recall that the other person
was present ". Alderfer defined groups as intact social systems,
complete with boundaries, interdependence among members, and
differentiated member roles
Researchers have created lengthy summaries of literature about
current thinking on groups, focusing on the categorization,
classification, and typologies of groups. Others have looked at
work group effectiveness from an anthropological perspective,
categorizing and classifying teams and creating typologies and
surveys for teams. Kenneth Bettenhausen compiled the principal
findings of over 250 peoples on small group dynamics published
between January 1986 and October 1989.
Bettenhausen looked at four areas:
1) The tensions between individuals and groups;
2) The group's interaction content;
3) Social psychological areas of groups polarization, social
influence, social loafing, group cohesion, commitment, conflict,
and goal setting

4. 4) Group effectiveness and types of team. These researchers
have created effective and voluminous summaries that will not be
duplicated here.
Peoples of group behaviors were conducted in the 1800s. During
this period groups were called the pathological crowd (Patton, et
al.
5). People’s of group behaviors centered on dyads as the basic
social unit, and the family as the primary group.
These studies were philosophically oriented, studying the origins
of people's social behaviors
The first use of experimental methodologies for the study of
small groups occurred in the 1930. During this period the
experimenters created small groups and observed the operation of
the group, and the invent of terms like groups dynamics and force
filed analysis. This included the Hawthorne studies, which showed
that the need to be accepted and liked by one's fellow workers is
possibly more important than economic incentives offered by
management (Roethlisberger & Dickson).
Studies on group behaviors were conducted in 1947 at the
National Training Laboratories in Bethel, Maine these training
groups ("T-groups") were observed for self-diagnosing and
personal change behaviors. Groups were also studied in 1949 for
the effects of cooperation and competition (Deutsch 33).
2) Teams or Work Teams
As in the case of work groups, no standard definition has been
accepted for the term team or work team. There have been
hundreds of articles written and books published about teamwork,
each with its own definition for these terms.
Generally recognized as the first study of team behaviors is Trist
and Bamford's work of 1951. This study looked at the ways that
work teams satisfied the social, psychological, and technical
needs of the organization (Trist and Bamford 3-38).

5. Current Definitions of Teams
Literature on teams and teamwork follows a common thread in
the definition of the term team. The author will use the definition
to outline his or her work. For example, the definition of the term
team will include from three to five attributes which the author
considers important for teams, and will then base the rest of his or
her work on defining those attributes. Common attributes center
around performance, interpersonal interaction, effective
members, and goals.
ii. THE NEED FOR TEAMS
The popularity of teamwork in organizations leads one to believe
that teams are of great benefit. Indeed, Parker wrote that
"Businesses won't be able to operate successfully without
good teamwork in the 1990s ". This section will look at the
areas benefited by teamwork, and arguments against teamwork.
A) The Areas Benefited by Teamwork
B) Task Related Benefits from Teamwork
C) Arguments Against Teamwork
The Areas Benefited by Teamwork
The benefits of teamwork can be placed into one of four areas:
Task related benefits, Human related benefits, Creativity and
Innovation, and Employee participation.
These areas can all be present in a highly effective team.

6. Task Related Benefits from Teamwork
Task related benefits from teamwork can be put into Two
categories:
a) Production gains
b) Decreased costs.
Maddux writes that "Teamwork and production go hand in
hand" Zenger and Parker report that teamwork increases
productivity up to 200%. Gamble has used teams since 1962 and
sees 30-40% higher production in team-based plants. Teamwork
helps to improve the quantity and quality of output.
"Companies turn more and more to teams because old
structures do not adequately respond to marketplace
demands or because they see teams as a better way of doing
business"
Parker attributes reduced operating costs teamwork. This is due
to the increased productivity, and more effective use of resources.
Arguments Against Teamwork
Popular business texts and periodicals report that teamwork is the
best way to get the job done. A few authors have dedicated
themselves to contradicting this assumption.
Arguments against teamwork are: -
1) Misdirected work efforts,
2) Loss of individual contributions,
3) Lack of accountability and control,
4) Groupthink and risky shift,
5) Individualism.

7. iii TEAM BUILDING AND DEVELOPMENT
Team building is "the process of deliberately creating an
effective team" someone, possibly a professional consultant,
usually facilitates the team building while team development
comes from inside the team.
Team Building Stages
There are typically four primary phases to the team-building
process:
1) Sensing;
2) Diagnosing;
3) Resolving identified issues;
4) Follow through.
The first phase, sensing, is conducted prior to team-building,
when potential members are interviewed. Diagnosing, the second
phase, is when information gathered in phase one is analyzed and
compared to the teams mission, goals, objectives, etc.
Faze three, resolving identified issues, takes place when the
team meets to discuss items from faze two. Action plans are
created and goals are set. The last phase, follow through, is when
action plans are reviewed and the situation is reassessed.
Team Building Techniques
Team building activities are conducted in order to develop
loyalty and trust which are critical foundations for getting the most
effective results from a matrix project team. Team building is not
just about creating ‘fun’ events, although that is part of it. It is also
not just about understanding team members through personality

8. assessments, although again, that is part of it. The most effective
team building involves combining a variety of tools and techniques.
Conflict management
A skillful Manager will understand that conflict happens on any
team and will take the initiative to establish a clear process for
managing it. This provides clarity to the team in the event that
conflict does occur. A newly created matrix project team will find
this especially helpful as the team is not used to working together
and will need to navigate this as part of the process of maturing as
a team. This will also help the team move more quickly through the
‘storming’ phase of group development.
iv Effective Team Goals
Team Goals
"A clear, elevating goal" as its first characteristic of effective
teams. That a high performance team has both a clear
understanding of the goal, and a goal that embodies a worthwhile
or important
Ineffective teams are ineffective due to something related to the
goals. This could be because:
1) Goals are unfocused,
2) Goals are politicized,
3) Lost significance/urgency of goals,
4) Goal dilution,
5) Individual goals have taken priority over team goals
A clear and elevating goal is characterized its two elements;
1) The goal is clear and
2) The goal is elevating.
Goal clarity means that there is a specific performance objective,
phrased in such a way that there is no doubt whether or not it has

9. been reached. A goal that is elevating is personally challenging to
individuals and/or group by stretching mental and/or physical
limits, and has a sense of urgency because the objective makes a
difference and provides opportunity to excel.
Making Goals Explicit
Once your team has defined its general goals, you must define
achievable sub goals. A handy way of doing so is to define
SMART goals: Specific, Measurable, Attainable, Realistic, and
Tangible.
Specific: General goals are good overarching principles, but
specific goals are more likely to guide action. By reducing general
goals to more specific ones (e.g., defining in greater detail what
will be done by whom and when) your goals will be more effective
in guiding team performance.
Measurable: By making goals more specific, you make it possible
to define metrics for success. Specific, measurable goals with
deadlines make it much easier for the team to structure tasks
leading to the goal’s completion and help identify when the team is
falling behind or not addressing goals adequately.
Attainable: Specific, measurable goals should also be attainable.
Goals that are too hard to accomplish or on an excessively
aggressive deadline are not necessarily helpful; repeated failures
to meet goals can be disheartening and jeopardize future goals.
Realistic: Realistic goals are more likely to be achieved than
unrealistic ones. This is not to suggest that you shouldn’t aim
high—difficult goals are good challenges. However, if it is clear
that a goal cannot be achieved, aiming for that goal will waste
time, money, and human resources.
Tangible: Goals with tangible outcomes and processes are more
likely to be specific, measurable, and attainable. Intangible goals
are harder to define and measure and can be difficult to realize as
a result.

10. Team Oriented Goals
There are four attributes of team goals, which differentiate them from
individual and corporate goals.
1) Team goals should require the team, because individuals can’t do
them.
2) Team goals are critical for success of the team's mission.
3) Team goals are the product of individual member’s goals.
4) Team members believe they can influence and accomplish team goals.
v Goal Clarity
Try harder goals are not enough. Substantial improvements require
deliberate changes in operating procedures, and these changes require
action planning with substance"
To Improvement in Project Team goals should be written out, posted, and
be clear and objective Clear, consistent, measurable goals also appear in
Team built Making Teamwork Work as an important part of team
building.
vi COMPETENT TEAM MEMBERS
Frank M. J. Lafasto explain that it is imperative to select the
right people is the underlying message of this chapter.
People make up teams, and competent people are needed to
create a competent team.
There are two types of competencies in teams:
a. Technical competencies
b. Personal competencies.
Both of these need to be present in every team for it to function.
a. Technical Competencies

11. Technical competencies revolve around the technical skill levels of
the team members.
When selecting team members, there are two questions that need
to be answered:
1)What are the critical technical skills?
2) What is the balance of these skill among members?
Rather than opting for identical skills for every team member, a
good balance of people is important.
b. Personal Competencies
Personal competencies include the following: the drive to achieve;
self-awareness; self-confidence; self-investing; interpersonal savvy
and relationship building skills.
Exhibiting a drive to succeed that expands your involvement and
engagement in the effort at hand.
Ability to accept and incorporate feedback and carefully examine
how you are perceived by others, building your self -awareness.
Ability to build on your success to exhibit a self -confidence that is
reassuring to others.
Interest in constantly developing your skills and competencies as a
way of investing in your own success.
Ability to understand your role in interpersonal and institutional
settings and to adjust your behavior as necessary.
Ability to build substantive relationships and connections in
professional settings.

12. Team Selection Criteria
Type of Team
Primary
Characteristic
Member Selection
Criteria
Problem Resolution
Team
Trust intelligent
street smart
people sensitive
high integrity (trust)
Creative Team Autonomy Cerebral
Independent thinkers
Self-starters
Tenacious - not easily
discouraged
Tactical Team Clarity Loyal
committed
action oriented
sense of urgency
responsiveness

13. Role Relationships
Defining the roles of team members is important. Roles,
accountability, and responsibility are intertwined in any
organization, and in team based organizations it becomes
important that everyone understands their role.
Roles are define as:-
1) Emotionally charged,
2) Emotionally neutral,
3) Collectively oriented,
4) Collectively oriented.
Interterm roles are ideally emotionally charged and
collectively oriented . By encouraging communication
between team members this is possible. It could lead to
problems, however, if the members can't get along, for in an
organization based on teams interpersonal conflicts impair
productivity more than in situations where roles are
emotionally neutral and self-oriented.
VII. TEAM COLLABORATION
Frank M. J. Lafasto explain that collaboration refers to the
extent to which member’s:
1) Communicate openly,
2) Disclose problems,
2) Share information,

14. 4) Help each other overcome obstacles,
5) Discover ways of succeeding.
Collaboration can be called "working well together," and is
characterized in two ways:
1) The structure of teams, with clear roles, responsibilities, and
Accountabilities;
2) A feeling or climate that fosters collaboration through trust.
Collaboration in Other Literature
There are three ways to encourage collaboration:
1) Identify areas of interdependence;
2) Open communication channels;
3) Let the team members know that teamwork will positively
Influence individual recognition -- reward teamwork
First, it builds the awareness of team member
interdependence.
Two, it stimulates higher levels of performance and leads to
accomplishment of goals.
Three, Collaboration builds and reinforces recognition and
mutual support within the team.
VIII TRAINING ACTIVITIES FOR TEAMWORK
a) Introduction to Team Training
Many books on team building have activities that the team
leader or consultant can use in order to build
teams. Some books include these activities as an

15. appendix to text about building teams, while other books
dedicate themselves exclusively to training activities.
b) The Benefits from Training
"Team training is primarily seen as an effort to make people
feel good about each other. It is seen as an easy way to
reduce tensions or build relationships between team
members."
There are three areas that are benefited from training:
1) Job skills;
2) Interactive skills;
3) Qualitative or action skills, such as problem solving,
If the training includes humor, it can lead to cohesion
c) Training Formats
“Training works best when it is provided over time rather than in one
lump". If the training is provided in four to six week long "training
colleges," writes Wellins, it is difficult, particularly for production
workers not used to the classroom environment. Wellins also
clarifies the role of a team leader in the training exercise:
1) Coaching;
2) Reinforcing effective performance;
3) Encouraging and supporting initiatives;
4) Leading work teams.

16.  Organizational assessments
Before beginning any OD (organizational development.)
intervention, it is important to conduct an
assessment. There are many kinds of assessments that
are used in organizational development.
Definition
An organization comprises a cluster of the people working
towards a shared goal. Generally they are created when a
group of individuals are brought together for a common
purpose. Organization can involve a wide spectrum of human
Activity. They can be categorized as a private or public, for
profit or non-profit governmental or non-governmental,
Within all nations there can be found a myriad of organizations
dedicated to their individual agendas whether they be
economic, political or social. Some may be more formal than
others. Some may be large and powerful. Others may be
smaller and evolving. Agendas may also vary. Some may
champion business development. No organization is left to
function on its own the interdependency of organizations is a
key common factor that determines how individual
organizations contribute grow and meet their goals.
Understanding context
Organizational assessments by their very nature are complex
undertakings that require a great deal of sensitivity, tact and
understandings. When you are assessing an organization you
are challenging in a very fundamental way how and why things
are done they way they are. For many change is a hostiles act
that threatens their security and well being.

17. Think about instances during your career when your worked
have been assessed. How did you respond likely you glowed
with the complements and prickled with the criticisms? At the
organizational level when everyone is involved the
circumstance only becomes more complex.
 Career Development
In organizational development, the study of career
development looks at how individuals manage their careers
within and between organizations, and how organizations
structure the career progress of their members. It can also be
tied into succession planning within some organizations.
Part 1: Employee Instructions
Step 1:
Write down your primary career interest.
Tip: A primary career interest is usually described in terms of a
general vocation.
Step 2:
Identify long-term professional goals
Tip: Long-term professional goals are often conveyed in terms of
specific positions
Tip: List any lateral moves or promotions that will help you meet
your long-term professional goals
Step 3:
Identify the short-term goals that contribute to long-term interests
and the challenges that must be overcome in order to reach these
goals.

18. Tip: Identify barriers, both personal and external, that prevent you
from accomplishing your short-term goals, then create ways to
overcome them.
Step 4:
List 2-3 activities that will help you reach each goal. Be sure to
specify how you will accomplish the activity, including any
resources you might need, and when you will start and finish it.
Tip: Common Development Activities
 Identify and cultivate a relationship with a mentor/role model.
 Read relevant material.
 Engage in training and education.
 Keep a journal.
 Attend appropriate seminars.
 Take on special job assignments or job rotation.
 Receive coaching from a skilled co-worker.
 Increase customer contact.
 Incorporate activities into ongoing work assignments.
Step 5:
Describe tasks in your current job that are contributing to long term
goals and that you would like to emphasize or perform more
frequently.
Step 6:
Describe tasks in your current job that are not contributing to your
long-term goals. Suggest ways to minimize, remove, or delegate
them to others.
Step 7:

19. Write down any additional skills, knowledge or experience you
would like to acquire that may directly or indirectly help you in your
current job or future positions.
Step 8:
Describe when and how progress checkpoints will occur and what
developmental activities will be completed or discussed at these
times.
Part 2: Manager Review
Questions to ask....
1. Are you aware of your employee's career interests and values?
Do you know which of your employee's strengths contribute to
these career goals and what areas need to be developed?
2. Do you feel that the short-term goals your employee has
suggested are unrealistic, given the employee's abilities or other
external factors? Is there anything standing in the way of the
desired goals?
Tip: Convey what you know about organizational realities to help
the employee set short-term goals. If you think there are outside
barriers, which will inhibit the attainment of their goals, describe
them and help the employee work around them.
3. Do you know of other activities that would help the employee
reach the developmental goals? What has helped you in the past
in this area?
Tip: Help the employee select at least one development activity for
each short-term goal. Scan the Employee Appraiser Coaching
Advisor for action suggestions.

20. 4. Are there people you know who could help your employee meet
their career development goals? Can you provide the resources
identified?
Tip: Help the employee meet their goals by offering your ideas,
contacts with people, and resources. Think of at least one person
who could help the employee in a mentor or advisor role.
5. Can you make changes to the employee's job to replace routine
tasks with new work that is more closely aligned with the
employee's goals?
Tip: If you agree with the employee's suggestions for expanding
their responsibilities, work with them to define any additional
knowledge or experience they will need to meet the new set of
expectations. Also take a close look at how their workload will be
affected, and discuss any responsibilities they will need to give up.
Tip: When employees mention tasks they no longer want to be
involved with, ask them for specific suggestions on how to get the
same result without their involvement, e.g. delegate, eliminate, or
find more efficient ways of accomplishing the tasks.
6. Have you and the employee agreed on dates for progress
checkpoints and what will be measured at each one?
ICE BREAKER
Ice breakers are quick training or presentation techniques that
help to accomplish one of the following:
1. Helps people get acquainted.
2. Helps people feel more comfortable with the training
environment.
3. Helps to give people a preview of the training.

21. 4. Teaches a skill.
5. Encourages people to have fun and be relaxed.
 What is E-Learning?
I think that we already know what "learning means," but what is
the "e"? The e stands for electronic, so in its simplest sense,
e learning is any learning that is facilitated by electronic
means. This has come to mean the same thing as computer-based
training (CBT), and would include CD-ROM, web-enabled,
and Internet learning.
I. What are the benefits of e Learning?
Yes, e Learning is "good," but what are the strategic
benefits of this way of learning?
When does e Learning become a strategic imperative?
a) Cost: - The cost of e Learning becomes an important
benefit particularly if you factor in the travel expenses of
the learners.
b) Time: - The speed of e Learning becomes an important
imperative in some situations: First, if you have a
dispersed group of learners they may spend more time
traveling to the instructor than actually learning. Second,
the time will be reduced for learners who already know
some of the material, as they can skim over what they
already know.

22. c) Pace: - Learners can pace their learning according to their
work demands. They can learn during chunks of free time.
d) Reference: - Learners can use the learning as a permanent
reference system, which they can go back to for refreshers
or if a particular need arises.
A 12-year meta-analysis of research by the U.S.
Department of Education found that higher education
students in online learning generally performed better than
those in face-to-face courses.
What are some trends in e Learning?
 Designable and actionable social networks:
Right now, most social networks either at work or in our
personal lives are places to visit, interact or just gawk. But
most social networks do not allow instructional designers to
design an actionable request. For example, if I am building a
management development program, could I configure the
social network to require that each learner have an in-depth
conversation with a peer in the organization who meets key
criteria? Could I design a collaborative project that would
leverage an internal social platform, like SharePoint, and
structure the action in a visual format?
 Skype, Google and Microsoft video come to work:
Currently, millions of people are using platforms like Skype to
chat with their friends, family or colleagues around the world.
Still, simple desktop video has not really taken hold in the
workplace. IT groups don’t want to see it waste bandwidth,
and legal groups wonder if they need to store video chats for
future lawsuits. But just as the use of color monitors and
speakers started at home and then invaded the office, watch

23. for the rise of desktop videoconferencing using tools like
Skype, Google or Microsoft in the enterprise.
 Guide to Leadership
Business circles the term leader is often heard. It seems,
therefore, that this term should be easy to define.
Unfortunately, the term leader, like other business terms like
quality and team, defies an easy definition. There are many
leaders, but there is no universally accepted definition for the
terms leader and leadership. Sometimes the terms manager and
leader are used interchangeably. There are, however, some
important differences between managers and leaders.
One way to illustrate this difference is by looking at what
leaders and managers do. Effective managers tend to reach
goals and conduct business well -- it has been said that
managers "do things right." Leaders, on the other hand, are not
as concerned with what they do, as they are with how it is done
it has been said that leaders "do the right things."
Scientific Management
Frederick Taylor's Scientific Management, first published in 1911,
revolutionized management. Taylor advocated using stopwatches
and output to measure worker productivity. His followers look at
every detail of the worker and the work site, drawing diagrams
called "time and motion studies" that show which actions by
workers lead to the most economic and productive way of doing
things. Taylor's work theorizes that there is one best way of doing
things, and that way is revealed through "time and motion studies."
The best way of doing business, the studies find, is to improve the
techniques or methods of the workers.
Many of Taylor's theories are still in use today, and are sometimes
called Classic Management Theory. Others have contributed to
management and leadership theories that followed.

24.  Results-Based Leadership
Results-based leadership says that the best leaders are those that
get the best results, and concentrate on measurement.
After all, says this theory, leadership is a scarce resource and
should be maximized in ways that help employees, customers, and
the business. In fact, is asserted that leadership is the scarcest of
all resources.
 Talent management
According to Marcus Buckingham, "Great managers Define a
talent as "a recurring pattern of thought, feeling or behavior that
can be productively applied." The emphasis here is on the word
"recurring." Your talents, they say, are the behaviors you find
yourself doing often. You have a mental filter that sifts through
your world, forcing you to pay attention to some stimuli, while
others slip past you, unnoticed. Your instinctive ability to remember
names, rather than just faces, is a talent.
SKILLS: those capabilities that individuals gain from
experience and/or learning, which exhibit an understanding of how
to do a certain task or job. Answers the "how to" questions.
KNOWLEDGE: those capabilities that individuals gain from
experience and/or learning, which exhibit an understanding of
concepts or data. Answers the "what is" questions.
STRENGTHS: a combination of talent, skills, and
knowledge that is applied, to move the individual or organization to
success.