1. OD INTERVENTIONS
PRESENTED BY:
DEEPALI SHARMA,HIMANI YADAV,MEGHA SETHI,
ANJU RANI

2. Definition of Interventions
An intervention is a set of sequenced and
planned actions or events intended to help
the organization increase its effectiveness.
Interventions purposely disrupt the status
quo.

3. Characteristics of
Effective Interventions
► Is
it relevant to the needs of the
organization?
 Valid information
 Free and Informed Choice
 Internal Commitment
► Isit based on causal knowledge of intended
outcomes?
► Does it transfer competence to manage
change to organization members?

4. The Design of
Effective Interventions
►Contingencies Related to the
Change Situation
► Readiness for Change
► Capability to Change
► Cultural Context
► Capabilities of the Change Agent

5. Contd…………..
► Contingencies Related to the Target of
Change
 Strategic Issues
 Technology and structure issues
 Human resources issues
 Human process issues

6. Intervention Overview
►Human Process Interventions
►Techno structural Interventions
►Human Resources Management
Interventions
►Strategic Interventions

7. Human Process Interventions
► Coaching
► Training and Development
► Process Consultation and Team Building
► Third-party Interventions (Conflict
Resolution)
► Organization Confrontation Meeting
► Intergroup Relationships
► Large-group Interventions

8. Techno structural Interventions
►Structural Design
►Downsizing
►Reengineering
►Employee Involvement
► Work Design

9. Human Resources Management
Interventions
► Goal Setting
► Performance Appraisal
► Reward Systems
► Career Planning and Development
► Managing Work Force Diversity
► Employee Stress and Wellness

10. Strategic Interventions
► Integrated Strategic Change
► Mergers and Acquisitions
► Alliances and Networks
► Culture Change
► Self-designing Organizations
► Organization Learning and Knowledge
Management

11. ►Interpersonal
Interventions

12. What are T-Groups?
► T-groups (“T” for training) are unstructured small-
group situations in which participants learn from
their own actions
► T-groups evolved from the laboratory training
research of Kurt Lewin (1945)
► T-groups focus on the what, how and why of
interpersonal communication.
► T-groups are used by consultants to help
managers learn about the effects of their behavior
on others

13. Goals of T-groups
► Increased understanding about one’s own
behavior
► Increased understanding about the behavior of
others
► Better understanding of group process
► Increased interpersonal diagnostic skills
► Increased ability to transform learning into action
► Improvement in the ability to analyze one’s own
behavior

14. Sensitivity training
► Aimis to: (1) encourage participants to
recognize the effects of their behavior on
others (e.g. by developing good observation
and listening skills) (2) get participants to
know themselves (e.g. by asking others for
feedback) and to share aspects of
themselves to others (self-disclosure)

15. Diagnostic skills
► Encourage participants to perceive
accurately relationships between each other
► The focus is on recording/observing who is
taking an active role in the discussion (and
who is not and WHY)
► How satisfied do participants feel in the
group discussion?

16. Group action skills
► Encourage participants to select and act out
(role play) behaviors required by the
situation – to learn from the experience
► Aim is to support coaching/counseling skills
► Common interventions are role plays, team
building meetings, adventure games

17. Johari Window
► Technique for illustrating the quality of
interpersonal communication – identifiers a
person’s interpersonal style of communication
► Process consultants use the model to help people
process data about themselves in terms of how
they see themselves and how others see them
► Interpersonal communication judged more
effective when there is fit (congruence) between
how we see ourselves (private face) and how
others see us (public face).

18. Johari Window
► Unknown to Others Known to others
Hidden Open Known to
Self
Spot Window
Unknown Blind
Unknown
Window Spot to Self

19. Improving Communications
Using the Johari Window
Known to Others
Unknown to
Others
Reduce Hidden Open
Area Through
Window
Disclosure to
others Known to
Self
Reduce Blind
spot through
feedback from
Unknown
others
to Self

20. Process Consultation
An OD method that helps managers and
employers improve the processes that are
used in organizations
Outside consultant:
Enters organization
Defines the relationship
Chooses an approach
Gathers data
Diagnoses problem
Intervenes
Leaves organization

21. Process Consultation
► In process consultation, the consultant
observes individuals and groups in
action – helping them learn to
diagnose and solve their own problems
► Often used in conjunction with
teambuilding, self-directed work
teams, quality circles, and other
interpersonal interventions

22. Process Consultation: How is it
Done?
► Consultant observes the communication
processes between individuals and
workgroups
► Interventions used such as listening,
probing, questioning, clarifying, reflecting,
synthesizing and summarising

23. Process Consultation:
Key Questions
► • How well do group members seek and give information?
Ask questions? Summarize? Listen to others?
► • How well do group members perform ‘group
maintenance roles’ such as compromising? Harmonizing?
Supporting?
► • How well do group members solve problems? Make
decisions?
► • How well do group members deal with power and
authority issues?
► • How well do group members exercise leadership?

24. Third Party Peace Making
► Intermediaries (or "third parties") are people,
organizations, or nations who enter a conflict to
try to help the parties de-escalate or resolve it.

25. WALTON’S APPROACH TO THIRD
PARTY PEACEMAKING
► Walton has presented a statement of theory
and practice for third-party peace making
interventions that is important in its own
right and important for its role in
organization development.

26. WALTON’S MODEL IS BASED ON
FOUR ELEMENTS
 The conflict issues.
 Precipitating circumstances.
 Conflict relevant acts.
 The consequences of the conflict.

27. SOURCES OF CONFLICT
 Sustentative issues.
 Emotional issues.

28. WALTON’S HAS OUTLINED THE
INGREDIENTS OF A PRODUCTIVE
CONFRONTATION
 Mutual positive motivation.
 Balance of power.
 Synchronization of confrontation efforts.
 Differentiation and integration of different
phases of the intervention must be well
paced.
 Conditions that promote openness should be
created.
 Reliable communicative signals.
 Optimum tension in the situation .

29. ORGANIZATION MIRROR
INTERVENTION
 Itis a technique designed to work units
feedback on how other elements of
organization view them.
 Designed to improve relationships
between teams.

30. What is a “confrontation meeting?”
► One day meeting of entire management of
an organization in which they take a reading
of their own organizational health
► Organizational confrontation meeting:
brings together all of the managers of an
organization to meet to confront the issue
of whether the organization is effectively
meeting its goals

31. Process
1. Climate setting 45-60 min.
2. Information Collecting 60 min.
3. Information Sharing 60 min
4. Priority setting and group action planning 75
min.
5. Action Planning 60-120 minutes
6. Immediate follow-up by top team 60-180 min.
7. (Four-six weeks later) Progress review 120
minutes

32. When is it appropriate to conduct a
confrontation meeting?
► Need for the total management group to examine
its own workings
► Very limited time available for the activity
► Top management wishes to improve conditions
quickly
► Enough cohesion in the top team to ensure follow-
up
► Real commitment by top management to resolve
the issue
► Organization is experiencing , or has recently
experienced, some major change

33. Coaching & Mentoring
The main reasons why organizations need coaching and
mentoring activities are as follows:
To maximize knowledge transfer
To increase the skill levels
For succession planning

34. Contd……..
 To maximize knowledge transfer
Coaching & Mentoring provides a learning
channel that effectively transfers knowledge
within the organization
Critical knowledge is maintained in the
organization
Contextual learning is evident

35. Contd…….
 To increase skill levels
The coaches and mentors can very effectively
transfer core skills
Customization of skills in relation to the core
activities of the business is retained
Cross training of staff can be achieved

36. Contd….
 For succession planning
The ability for the organization to identify ‘fast
track’ candidates and prepare them for new
jobs is enhanced by coaching & mentoring
Coaching & Mentoring can ensure continuity of
performance when key staff leave the
organization because core skills have been
transferred

37. Beneficiaries of Coaching &
Mentoring
The Coach / Mentor
The Employee
The Department
The Organization

38. Benefits to The Coach / Mentor
 Benefits to the Coach / Mentor can be described
as:
Job Satisfaction
Further development of own skill level
Involvement in strategic activity

39. What does a mentor actually do?
► Encourage
► Convey sincere belief in protégé ability to succeed
► Give advice
► Give constructive feedback
► Give formal and informal instruction (technical,
clinical, political)
► Introduce to colleagues, etc.
► Provide opportunities for protégé to demonstrate
his/her skills

40. Contd….
► Serve as career and lifestyle role model
► Attend meetings, conferences, and other events
together
► Provide observation experience
► Provide role-playing experience
► Exchange/discuss ideas
► Co-authoring
► Challenge protégé to and assist with career
planning and development; emphasis on planning!

41. Contd..
► Review resumes, cover letters
► Provide sense of direction/focus
► Help in problem solving
► Practice communication/interpersonal skills
► Assist in career planning
► Help set goals

42. What about mentees?
► Potential to succeed
► Capacity for self-disclosure
► Willing to learn
► Confident to try new things
► Communicate well
► Trust others
► Ambitious
► Internal focus of control
► High job investment
► Values relationships
► Sees relationship between personal and professional growth
► Active learner
► Focused
► Learn from, but not have to please the mentor
► Knows limits/ when to get help
► Ethical
► Takes initiative
► Goal oriented
► Organization/ time management skills
► Open minded

45. What Coaching and Mentoring Are
• Coaching is a core competency necessary for
knowledge transfer
 Mentoring is a two-way process of dialogue
and planning
 – People helping each other to find their
way on the job, in the organization and over a
lifetime

46. ► Both require . . . . . .
►
► observation, dialogue, and
agreement. . . . . targeted at building
individual and team capabilities. . . . . .to
foster continuous improvement in
organizations.

47. STRATEGIC IMPORTANCE OF
COACHING AND MENTORING
Coaching and mentoring as knowledge transfer:
Everyone has unique knowledge to exchange with others
Insist on the discipline of a 50/50 split in time

48. Structural interventions
► Socio technical systems (STS).
► Self-managed teams.
► Work redesign.
► Management by objectives (MBO).
► Quality circles.
► Quality of work life projects (QWL).
► Parallel learning structures (or collateral organizations).
► Physical settings.
► Total quality management (TQM).
► Reengineering.
► Large-scale systems change.

49. Socio technical Systems (STS)
► Largely associated with experiments that emerged under the auspices
of the Travistock Institute in Great Britain.
► Efforts generally attempted to create a better “fit” among the
technology, structure, and social interaction of a particular production
unit in a mine, factory, or office.
► Two basic premises:
 Effective work systems must jointly optimize the relationship between their
social and technical parts.
 Such systems must effectively managed the boundary separating and
relating them to the environment.
 Highly participative among stakeholders: Employees, engineers, staff
experts, and managers.
 Feature the formation of autonomous work groups (i.e. self-managed).
 Theory suggested that effectiveness, efficiency, and morale will be
enhanced.

50. Self-Managed Teams
► Problems in implementation:
 What to do with the first-line supervisors who are no
longer needed as supervisors.
 Managers that are now one level above the teams will
likely oversee the activities of several teams, and their
roles will change to emphasize planning, expediting,
and coordinating.
► Theyneed considerable training to acquire skills in
group leadership and ability to delegate; skills to
have participative meetings, planning, quality
control, budgeting, etc.

51. Work Redesign
► Hackman and Oldham – theoretical model of what
job characteristics lead to the psychological states
that produce what they call ‘high internal work
motivation.’
► Model approach has the characteristics of OD; use
of diagnosis, participation, and feedback.
► Model suggested that organizations analyze jobs
using the five core job characteristics; then
redesign of group work: skill variety, task identity,
task significance, autonomy, feedback from job.

52. MBO and Appraisal
► Management by objective (MBO) programs evolve
from a collaborative organization diagnosis and are
systems of joint target setting and performance
review designed to increase a focus on objectives
and to increase frequency of problem solving
discussions between supervisors and subordinates
and within work teams.
► MBO programs are unilateral, autocratic
mechanisms designed to force compliance with a
superior’s directives and reinforce a one-on-one
leadership mode.

53. Quality Circles
► The concept is a form of group problem solving and
goal setting with a primary focus on maintaining and
enhancing product quality.
► Extensively used in Japan.
► Quality circles consist of a group of 7 – 10
employees from a unit; who have volunteered to
meet together regularly to analyze and make
proposals about product quality and other problems.
► Morale and job satisfaction among participants were
reported to have increased.
► Quality circles contributes toward total quality
management.

54. Quality of Work Life (QWL)
► Organizational improvement efforts.
 Attempt to restructure multiple dimensions of
the organization.
 To institute a mechanism which introduces and
sustains changes over time.
► Anincrease in participation by employees
and increase in problem solving between
the union and management.

55. Parallel Learning Structures
► Consists
of a steering committee and a
number of working groups that:
 Study what changes are needed in the
organization,
 Make recommendations for improvement, and
 Then monitor the resulting change efforts.

56. Physical Setting and OD
► Physical settings are an important part of organization
culture that work groups should learn to diagnose and
manage, and about which top management needs input in
designing plants and buildings.
► Sometime, physical setting were found to interfere with
effective group and organizational functioning.
► Examples: A personnel director having a secretary share the same
office; resulting lack of privacy and typewriter noise, thus adversely
affect the productivity of the director.
► Management encouraged group decision making, yet providing no
space for more than 6 people to meet at one time.

57. Total Quality Management (TQM)
► Also called continuous quality improvement.
► A combination of a number of organization improvement techniques
and approaches, including the use of quality circles, statistical quality
control, statistical process control, self-managed teams and task
forces, and extensive use of employee participation.
► Features that characterize TQM:
 Primary emphasis on customers.
 Daily operational use of the concept of internal customers.
 An emphasis on measurement using both statistical quality control and statistical
process control techniques.
 Competitive benchmarking.
 Continuous search for sources of defects with a goal of eliminating them entirely.
 Participative management.
 An emphasis on teams and teamwork.
 A major emphasis on continuous learning.
 Top management support on an ongoing basis.

58. Reengineering
► Definition – the fundamental rethinking and radical
redesign of business processes to achieve dramatic
improvements in critical, contemporary measures of
performance, such as cost, quality, service, and speed.
► Reengineering focuses on visualizing and streamlining any
or all business processes in the organization.
► Reengineering seeks to make such processes more
efficient by combining, eliminating, or restructuring
activities without regard to present hierarchical or control
procedures.
► Reengineering is a top-down process; assumes neither an
upward flow of involvement nor that consensus decision
making.

59. Self-Design Strategy
► It is a “learning model” to help organization develop “the
build-in capacity to transform themselves to achieve high
performance in today’s competitive and changing
environment.
► Basic components:
 An educational component consisting of readings, presentations,
visits to other companies, and attendance at conferences.
 Clarification of the values that will guide the design process.
 Diagnosis of the current state of the organization using the values
as template.
 Changes are then designed and implemented in an interactive
manner.

60. Large-Scale Systems Change and
Organizational Transformation
► Large-scale systems change; mean organizational
change that is massive in terms of the number of
organizational units involved, the number of
people affected, the number of organizational
subsystems altered, and/or the depth of the
cultural change involved.
 Example: a major restructuring with objectives including
a reduction in hierarchical levels from 8 to 4.
► Organizational transformation; second-order
change – requires a multiplicity of interventions
and takes place over a fairly long period of time
(5-year plan).

61. Do’s Of OD Interventions
Inform in advance of the nature of
the intervention and the nature
of their involvement.
OD effort has to be connected to
other parts of the organization.
Directed by appropriate managers.
Based on accurate diagnosis .

62. Contd….
►commitment to OD at all stages.
►Evaluation is the key to success.
►Show employees how the OD effort
relates to the organization's goals and
overriding mission.

63. ► ANY QUESTIONS
PLEASE
►