Organization

Development
Sharon Glazer, Ph.D.
San Jose State University
 Plan for Week 1
Setting Expectations
Review Syllabus and Finalize Grading Scheme
Introduction to Organization Development
Simulation 1.2
Meet Client and Ask Questions
Choose Project Managers
Complete unfinished business (above); Prepare for
Week 2
 Setting Expectations
 Variation on BH Simulation 1.2
 Students: What are students’ expectations of me?
 See Notes
 Professor: What are my expectations of students?
 See Notes
 Clarifying roles: Who am I to you?
 Finalize Grading Scheme
Option 1: weekly quizzes with 2 lowest grades
dropped, no Questions, Comments, or Criticisms
(QCCs) submitted
Option 2: 2 exams + QCCs
Option 3: 4 pop quizzes (2 highest grades count;
i.e., drop two lowest grades) + QCCs
Option 4: make up your own ideas for examination
Note Differences in Perspectives
 Is there a right or wrong?
 Can we reach a compromise?
 Will everyone be happy?
 Will each solution lead to engagement for each person?
 Can you reach each person?
 Option 1: weekly quizzes 2 lowest grades
dropped, no QCCs; PROS
 We can gauge our progress throughout the semester; weekly
feedback/grade
 More structured than QCCs 
 Forces you to stay on top of the readings and be prepared for class
 If you fail 1 you can still do well in class, unlike exams
 Keep class engaged and studying the material each week.
 Drop our 2 lowest grades; each week is an opportunity to do better
 Option 1: Pros
 A missed class may not be negatively affect student grade
 Helps me to learn the most, by really looking at what we
learned every week and making sense out of it
 Get the most out of lectures and readings by doing it this
way.
 QCCs are always important in helping us look critically at
our readings.
 Get a feel of what is expected of you and you can do your
best at it.
 Option 1: Pros
 Facilitates the most learning.
 Likely read everything and learn more
 Won’t cram in multiple chapters before tests
 Absorb the most
 Provides a fair way of testing our knowledge
 Grade depends on whether or not you read the material
 Option 1: Cons
 Answer topics you choose to assess us on from the readings instead
of us discussing topics we want to address from the readings
 Can be time consuming, since we only meet once a week that’s
valuable class time being used (depending on how long the quizzes
are)
 If you do well on them, you may blow off 2 because they will be
dropped anyway, so you will not be learning as much as you should
 Students may forget the material after the week has passed knowing
that they have already been tested on it.
 Option 2: 2 exams + QCCs: Pros
 Consolidate and integrate readings/class work to take the exams. 
 A way to test your ability to discipline & perform under
pressure/restricted conditions.
 Need to finish at a given time, to follow rules & regulations etc.
 QCC forces students to stay up on the reading
 QCCs can provide a cushion for the grading and ensure students are
reading weekly.
 QCC's are a good way to try and connect, expand, and reflect on the
materials read each week
              
 Option 2: Cons
 Fewer chances to improve our grade
 Not conclusive; its result is based only on day’s performance
 QCC may force students to read, but they may not do a
thorough job (skim chapters) and study later
 Easier to slack off when a test is "later on" rather than "this
week.”
 Study by cramming; only focus on few important issues vs.
everything; I usually only skim chapters before class
 Option 2: Cons
 Scared of your exams; your tests are pretty hard
 A lot of material (especially with 3 textbooks) to cover
 Can harm student grade if s/he is not an excellent test taker.
 I forget a lot of information after a big exam, but if I'm tested
constantly I retain more.
 Amt of material tested was so much, I felt overwhelmed
 Can get away writing a QCC w/o reading entire chapter; forces
me into a process vs. driving my engagement
 Option 3: 4 pop quizzes (drop two lowest
grades) + QCCs: Pros
 Less testing, more self-learning through QCCs
 QCCs: understand readings better, allows questions to be answered,
reach more answers, contribute to discussion and help grades
 Missing a quiz, not reading for a week, or not understanding
readings = 2 lowest score dropped
 Encourages people to keep up with the reading and study along the
way to avoid getting caught unaware
 Creates less pressure (2 scores dropped) than exam; takes less time
 Minimizes cramming before a big exam
 Option 3: Cons
 Fewer quizzes = fewer chances to improve grade
 Don't know when quizzes will be => stress, anxiety  poor score
 May not demonstrate learning, but must be prepared and know
everything.
 Don’t look forward to going to classes w/ pop quizzes
 Doesn’t measure what student is capable of learning.
 Rewards and punishes studying behavior based on luck (e.g.,
student anticipated or not a quiz; did not read a chapter closely).
 Alternate
 Weekly quizzes with 2 lowest grades dropped
Take time in each class to discuss the chapters
Verbal QCCs in class.  
 Have four pop quizzes, but allow students to use notes they have
taken and no QCC
Pro: Force students to take good notes, as well as to
understand material. Since they are pop quizzes the student
will need to be prepared because they do not know when the
quiz will be.
Con: Student may rely solely on and not fully understand
material.
 Alternative
 Exam + QCCs + Take-home final
Though we have all the class resources to draw from in
our answers in a take-home final, the questions are also
usually harder than standard exam questions. B/c it’s at
the end of the semester, it helps to test our knowledge of
the semester and make us connect the entire semester’s
worth of material in our answers.
 Introduction to OD
 What is OD? What is it not?
 When is OD needed?
 The concept of the action research model
 What is OD?
 It is a systematic method for gathering data about how
organizations function as social systems and an analysis of
the meaning of those data.
 The OD practitioners job is to search for causes and
consequences of organizational functioning.
 Process: Diagnosis/Discovery, Intervention/Implementation,
Evaluation
 Purpose of OD
To design interventions to close the gaps
between what is and what ought to be. So, it is
the fit between individuals and organization;
organizational and environment; among
organization’s strategy, structure and processes.
 Important Components
OD must be supported by top management to improve
an organization’s visioning (picture of desired future),
empowerment, learning process (interactive listening
and self-examining process), and problem-solving
(diagnose situation, solve problems, make decisions,
& take actions) through collaborative management
(participation in creating and managing a culture),
emphasizing interactive work teams (organization’s
building blocks).
 2 Main Goals
Improve individuals, teams, and organization
functioning
Give members the skills and knowledge to
continuously improve
 Where do the demands for
change come from?

Outside the organization: government,

customers, competitors, market, society.
Within the organization: strategies,
profitability, diversity, new personnel,
products/services
 What does OD focus on?
Culture: values, assumptions, beliefs, norms
Processes: how things get done; method for arriving at
results
Structure: overall design of the organization; how
individual work tasks are grouped

**The system is the target of change, individuals are the

instruments of change
 OD is not…
Pair of hands/Expert
Doctor prescribing

IT IS A CONSULTATIVE PROCESS that values…

Humanism
Optimism
Democracy
 Case: TGIF (pp. 28-29)
 Understanding Case Analysis Form (HWs)
 Answer questions
 Meet Client
 Yavneh Day School
 Head of School: Mr. Steve Bogad
 www.yavnehdayschool.org
 Questions to Ask Client
 Organization’s structure.
 Vision, mission, and objectives
 Roles and Responsibilities of Principal and Head of School
 What’s going well? What’s not going well?
 Who is perceived as the leader?
 What are some successes and failures that people talk about?
Why?
 Questions to Ask Client
 Do the people feel pressured? Are people complaining about
any psychological or physiological strains? Are people
noticing any behavioral changes in others’ behaviors?
 How are people’s performance evaluated?
 How are people selected or terminated?
 Are these procedures perceived as fair?
 Are resources allocated equitably?
 Have people learned about time management, but still required
to drop everything to clean up a mess?
 Questions to Ask Client
 Are people being “micromanaged?
 How often do people meet and how productive are the meetings?
 Does the school work to resolve problems (i.e., reactive) or does it
take preventative steps (i.e., proactive) to care for them?
 How aligned are the school’s goals with the goals of the people
working for the company and the community it serves?
 Is there transparency? How much information is shared with
employees and community that would motivate them to feel
personally accountable for the school’s well-being?
 Are any other consultants working with the company?
 Choosing Project Managers

 Teachers and Staff

 Parents
 Preparing for Week 2
 Review YDS report by 2008 OD class
 Glazer to prepare IRB protocol
 Submit: Team contract
 Week 2
 OD values, assumptions, and beliefs.
 Foundation of OD
 Planned change models
 Action research process and an overview of the types of
interventions will be introduced.
 OD Values & Assumptions
 Lecture on OD values and assumptions
 Lecture on underpinnings, planned change and change
models, overview of types of interventions