Instructor Manual For

Instructor Manual For M Organizational Behavior 2024 Evergreen Release By Steven McShane, Mary Von Glinow (All Chapters 1-14, 100% Original Verified, A+ Grade)

All Chapters Arranged Reverse:

14-1 This is The Original Instructor Manual For 2024 Evergreen Release, All other Files in The Market are Fake/Old/Wrong Edition. 1 / 4

Chapter 14: Organizational Change

14 Organizational Change

LEARNING OBJECTIVES

After reading this chapter, students should be able to:

14-1 Describe the elements of Lewin’s force field analysis model.14-2 Discuss the reasons why people resist organizational change and how change agents should view this resistance.14-3 Outline six strategies for minimizing resistance to change, and debate ways to effectively create an urgency for change.14-4 Discuss how leadership, coalitions, social networks, and pilot projects assist organizational change.14-5 Describe and compare action research and appreciative inquiry as formal approaches to organizational change.14-6 Discuss two cross-cultural and three ethical issues in organizational change.

CHAPTER GLOSSARY

action research — a problem-focused change process that combines action orientation (changing attitudes and behavior) and research orientation (testing theory through data collection and analysis) appreciative inquiry — a change strategy that directs the group’s attention toward the organization’s (or work unit’s) potential and positive elements and away from its problems force field analysis — Kurt Lewin’s model of system-wide change that helps change agents diagnose the forces that drive and restrain proposed organizational change positive organizational behavior — a perspective of organizational behavior that focuses on building positive qualities and traits within individuals or institutions as opposed to focusing on what is wrong with them refreezing — the latter part of the change process, in which systems and structures are introduced that reinforce and maintain the desired behaviors unfreezing — the first part of the change process, in which the change agent produces disequilibrium between the driving and restraining forces Page 14-2 © McGraw Hill LLC. All rights reserved. No reproduction or distribution without the prior written consent of McGraw Hill LLC. 2 / 4

CHAPTER SUMMARY BY LEARNING OBJECTIVE

14-1 Describe the elements of Lewin’s force field analysis model.Lewin’s force field analysis model states that all systems have driving and restraining forces. Change occurs through the process of unfreezing, changing, and refreezing. Unfreezing produces disequilibrium between the driving and restraining forces. Refreezing realigns the organization’s systems and structures with the desired behaviors.14-2 Discuss the reasons why people resist organizational change and how change agents should view this resistance.Restraining forces are manifested as employee resistance to change. The main reasons people resist change are the negative valence of change, fear of the unknown, not-invented-here syndrome, breaking routines, incongruent team dynamics, and incongruent organizational systems. Resistance to change should be viewed as a resource, not an inherent obstacle to change. Change agents need to view resistance as task conflict rather than relationship conflict. Resistance is a signal that the change agent has not sufficiently strengthened employee readiness for change. It is also a form of voice, so discussion potentially improves procedural justice.14-3 Outline six strategies for minimizing resistance to change, and debate ways to effectively create an urgency to change.Organizational change requires employees to have an urgency for change. This typically occurs by informing them about driving forces in the external environment. Urgency for change also develops by putting employees in direct contact with customers. Leaders often need to create an urgency for change before the external pressures are felt, and this can occur through a vision of a more appealing future.Resistance to change may be minimized by keeping employees informed about what to expect from the change effort (communicating), teaching employees valuable skills for the desired future (learning), involving them in the change process, helping employees cope with the stress of change, negotiating trade-offs with those who will clearly lose from the change effort, and using coercion (sparingly and as a last resort).14-4 Discuss how leadership, coalitions, social networks, and pilot projects assist organizational change.Every successful change requires transformational leaders with a well-articulated vision of the desired future state. These change agents also need the assistance of several people (a guiding coalition) who are located throughout the organization. In addition, change occurs more informally through social networks. Viral change operates through social networks using influencers.Many organizational change initiatives begin with a pilot project. The success of the pilot project is then diffused to other parts of the organization. This occurs by applying the MARS model, including motivating employees to adopt the pilot project’s methods, training people to know how to adopt these practices, helping to clarify how the pilot can be applied to different areas, and providing time and resources to support this diffusion. 3 / 4

14-5 Describe and compare action research and appreciative inquiry as formal approaches to organizational change.Action research is a highly participative, open systems approach to change management that combines an action orientation (changing attitudes and behavior) with research orientation (testing theory). It is a data-based, problem-oriented process that diagnoses the need for change, introduces the intervention, and then evaluates and stabilizes the desired changes.Appreciative inquiry embraces the positive organizational behavior principle by focusing participants on the positive and possible. This approach to change also applies the constructionist, simultaneity, poetic, and anticipatory principles. The four stages of appreciative inquiry include discovery, dreaming, designing, and delivering.14-6 Discuss two cross-cultural and three ethical issues in organizational change.One significant concern is that organizational change theories developed with a Western cultural orientation potentially conflict with cultural values in some other countries. Also, organizational change practices can raise one or more ethical concerns, including increasing management’s power over employees, threatening individual privacy rights, and undermining individual self-esteem.

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