Organizational Development and Intervention Strategies.

Unit No : 5
Organizational Interventions: Major OD Intervention Techniques,
Designing Interventions, Interpersonal Interventions, Team Interventions,
Inter-group Interventions..
1) OD INTERVENTIONS

Organizational Development Interventions OD interventions are sets of structured

activities in which selected organizational units engage in sequence of tasks that will
lead to organizational improvement. Interventions are actions taken to produce
desired changes. One of the four conditions gives rise to the need for OD
interventions.
First, the organization has a problem; something is “broken” Corrective actions –
interventions – are implemented to “fix” the problem.
Second, the organization sees an unrealized opportunity; something it wants is
beyond its reach. Enabling actions – interventions – are developed to seize the
opportunity.
Third, features of the organization are out of alignments; parts of the organization
are working at cross-purposes. Alignment activities – interventions – are developed
to get things back “in sync.”
Fourth, the vision guiding the organizations changes; yesterday’s vision is no longer
good enough. Actions to build the necessary structures, processes, and culture to
support the new vision. Interventions are developed to make the new vision a reality.
Development activities are usually described as interventions, since they are
deliberate and planned efforts to bring about change. An organization can be altered
or changed by effecting dramatic changes in its structure, its technology, its people or
some combinations of these aspects. The people approach means changing workers
and management behaviour by focusing on their skills, knowledge, attitudes and
expectations. The structural approach means focusing on span of management,
delayering , altering lines of communication, combining departmental
responsibilities or a shift from one form of structure to another based on the
exigencies of the moment. The technological approach focuses on automation and
computerization of office procedures, work and changes in research techniques, the
engineering process as well as reengineering. The basic approaches to research and
organizational development are given fuller explanations below:
Structural Strategies This represents planned structural and tasks interventions with
the objectives of increasing individual satisfaction and organizational effectiveness.
This includes delaying (removing vertical layers), job rotation, job enrichment, job
enlargement, autonomous work teams, quality circles, shorter workweek, flexible
time, and downsizing. Humanistic Strategies this is directed towards changing the

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 Organizational Development and Intervention Strategies.

attitude and behaviour of individuals and groups through the process of

communication, decision-making and problem-solving. Popular techniques include
sensitivity training, survey feedback, performance counselling, quality of work-life
(enhancing overall satisfaction and well-being at work), term process review,
intergroup interaction, training and development. Technological Strategies
Technology refers to a process, methods or techniques used in solving organizational
problems. Technology could be material, knowledge or process in nature. The use of
a particular solution for a particular problem is called knowledge; the repeated use of
knowledge for solution is called technology. In essence, solution knowledge
technology. Thus, technology includes automation, computerization, ICT
(Information and Communication Technology) and reengineering. Hammer and
Champy
In their best-selling book “Reengineering the Corporation” opine that reengineering
is 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. Thus, rather than modifying current processes which
are within the realm of TQM, reengineering begins with a clear slate (the socalled
clean piece of paper) and analyses the process from beginning to end. It should be
noted that merely throwing computers at an existing business problem does not cause
it to be reengineered. Reengineering is about business reinvention, not business
improvement, business enhancement or business modifications which are within the
realm of total quality management. The strategic change background is a recent
influence on OD‟s evolution. As organizations and their technological, political, and
social environments have become more complex and more uncertain, the scale and
intricacies of organizational change have increased. This trend has produced the need
for a strategic perspective from OD and encouraged planned change processes at the
organization level. Strategic change involves improving the alignment among an
organization’s environment, strategy, and organization design (Worley et al.1996).
Strategic change programmes include efforts to improve both the organization’s
relationship to its environment and the fit between its
Technical, political, and cultural system. The need for strategic change is usually
triggered by some major disruption to the organization, such as the lifting of
regulatory requirements, a technological breakthrough, or a new Chief Executive
Officer coming in from outside the organization. One of the first applications of
strategic change was Richard Bechar’s (1987) use of open system planning. He
proposed that an organization’s environment and its strategy could be described and
analyzed. Based on the organization’s core mission, the differences between what the
environment demanded and how the organization responded could be reduced and
performance can be improved. Since then, change agents have proposed a variety of

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 Organizational Development and Intervention Strategies.

large-scale or strategic change models, each of which recognizes that strategic

change involves multiple levels of the organization and a change in its culture, is
often driven from the top by powerful Executives, and has important effects on
performance. Evaluating Organizational Development Interventions Burke, (1982)
has stressed on measurement and evaluation of OD programmes effectiveness has
also been given due importance by various practitioners. Often programmes are used
because it 'feels' good instead of using programmes with measured effectiveness. An
evaluation forces clarification of objectives and expected outcomes, and it provides
specificity on how procedures and activities will be
Implemented. Such an evaluation helps signal potential problems and obstacles in
the OD effort, and it facilitates planning next steps for organizational improvement
and development. Hence study of an important Public Sector Organization, BHILAI
STEEL PLANT situated at Bhilai (C.G.), a leading steel industry of India and a
“Maharatna Company”, operational since last 55 years was chosen with a view that
the study of selected OD intervention effectiveness and outcomes will be very useful
in designing OD programmes. The Organizational Development Interventions are
called Organizational Development Programmes in Bhilai Steel Plant. OD
programmes conducted in large scale organizations clarifies various details like its
real outcome and by what means the employees, organization and the society is
benefited from these programmes.
In order, to analyze this following steps are required:
1. Integration of research conducted with theory and practice.
2. Linking evaluation of programmes with the organizations‟ desired expected
outcome.
3. Adoption of computerization/network-based systems by Organization in order to
evaluate how the workforce is geared up.
4. Determination of wellbeing of the organizational goals and objectives achieved by
enhancing personal effectiveness.
5. Analyzing the organizational profile towards learning
“OD interventions are sets of structured activities in which selected organisational
units (target groups or individuals) engage in a task or sequence of tasks with the
goals of organisational improvement and individual development”
Interventions constitute the ACTION component of the OD cycle.
The OD practitioner (consultant) adds value in many ways. 4 sets of attributes
are brought to the organisational context:
1. A set of values;
2. A set of assumptions about people, organisations
and interpersonal relationships;

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3. A set of goals for the practitioner, the organisation and its members; and
4. A set of structured activities that are the means of achieving the values,
assumptions and goals. These activities are what are referred to as
interventions.

Intervention strategies are based on results of the diagnostic process and the specified
goals of the client system. Eg. the client system wants to modernise the production
process by moving from an assembly line with simple task structure and complexity
to complex tasks performed by self-managed teams.
The diagnosis process examines the extent to which the work environment is
amenable to such a system, employee’s willingness to change, time and effort
required to make the change and possible benefits or disadvantages.
Using a systems model to guide the programme, the OD practitioner would need to
suggest a series of interventions in order to facilitate the change: training and
education, modified reward systems, group and team building programmes,
reworking of the organisational structure etc.
Factors to consider when planning and implementing an OD intervention:
1. There has to be an INTERVENTION STRATEGY
2. Activities to promote learning and change must be STRUCTURED
EFFECTIVELY. Techniques to achieve this include:
- Make sure all the relevant people are included;
- Allow the client group to identify problems and opportunities themselves. Let
them be the ones to solve their own problems and capitalise on their own
opportunities;
- Ensure that goals are absolutely clear to all, as are the strategies for goal-
attainment;
- Make sure that activities are structured in such a way that there is a high
probability of success. Goals must be manageable and attainable - success is
highly motivating to the client group;
- Include both experience-based learning and conceptual learning. This is not
meant to be an academic exercise.
- Make sure that the climate is appropriate for openness. If the client group is
defensive or anxious, the exercise is futile.
- Ensure that the client system not only learns how to solve one particular
problem, but it learns how to learn, ie. acquires skills and knowledge which can
be utilised with future problems and changes.
- Teach them about both task (what) and process (how).

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- Engage the whole person in the intervention, not just the intellect. Change stirs
up powerful emotions . Get them to talk about thoughts, feelings, ideas,
concerns, beliefs etc.
3. Choose and sequence intervention activities [Link] rules of thumb:
- Maximise diagnostic data. Not knowing the full facts of the situation can lead to
inappropriate interventions
- Maximise effectiveness. Early interventions should enhance the effectiveness of
subsequent interventions. Those that build motivation, readiness, knowledge
and skills required for future change should come first. Leapfrogging can lead to
regression.
- Maximise efficiency. Sequence interventions to conserve time, energy and
money.
- Maximise speed. Delays in achieving organisational improvement could lead to
loss of momentum and motivation
- Maximise relevance. Interventions that relate to immediate problems should be
tackled first.
- Minimise psychological and organisational strain. Sequence interventions that
are least likely to cause anxiety, insecurity, distrust, disillusionment and poor
performance.
4. Different interventions have different dynamics. Each intervention should be
selected in relation to causal factors and the nature of underlying problems. Some
OD interventions and their underlying causal mechanisms:
- Discrepancy Intervention
- Calls attention to a contradiction in action or attitudes
that then leads to exploration
- Theory Intervention
- behavioural science knowledge and theory are used to explain present behaviour
and assumptions underlying behaviour
- Relationship Intervention
- focuses on interpersonal relationships, esp. where there are strong negative
feelings; brings issues to the surface for exploration and resolution
- Organisation structure Intervention
5) Examines and evaluates structural reasons for organisational ineffectiveness
- Cultural Intervention
- Examines traditions, precedents and practices which form the fabric of the org’s
culture, in a direct, focused approach
Possible results of OD interventions:
 Feedback

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 Awareness of changing socio-cultural norms or dysfunctional current

norms
 Increased interaction and communication
 Confrontation (surfacing and examining differences)
 Education (knowledge and concepts, beliefs and attitudes, skills)
 Participation (in problem solving, goal setting, idea generation)
 Increased accountability (through clarifying responsibility and monitoring
performance)
 Increased energy and optimism(“the future is desirable, worthwhile and
attainable”)
Classifying OD Interventions
There are many, many different types of OD interventions. these are classified, or
grouped according to:
i) The objectives of the interventions.
ii) The targets of the interventions.

Major Interventions Techniques.

There are 14 major “families” of OD interventions.

( Techniques. )
1. Diagnostic Activities
fact- finding activities designed to ascertain the state of the system or the status of a
problem.
2. Team Building Activities
Designed to enhance the effective operation of system teams. These can focus on
task-related issues such as the way things are done, necessary skills and resources,
relationship quality between team members and between team and leader, and
effectiveness. In addition, structural issues must be addressed (the nature of the
team). “Outdoor Adventure” teambuilding programmes are currently very popular.

3. Intergroup Activities
Designed to improve the effectiveness of interdependent groups, ie those that must
cooperate to produce a common output. These focus on joint activities and the output
of the groups as a single system rather than 2 subsystems.
4. Survey Feedback Activities

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Activities that focus on the use of questionnaires to generate information which is

then used to identify problems and opportunities.
Process of Survey feedback

5. Education and Training Activities

Designed to improve skills, abilities and knowledge. Several activities and approches
are possible, depending on the nature of the need.
6. Techno structural or Structural Activities
Designed to improve organisational structures and job designs. Activities could
include either:
a) Experimenting with new organisational structures and evaluating their
effectiveness i.t.o. specific goals
b) Devising new ways to bring technical resources to bear on problems
7. Process Consultation Activities
Activities that help the client “perceive, understand and act upon process events
which occur in the client’s environment”. The client gained insight into the human
processes in organisations and learns skills in diagnosing and managing them.
Emphasis on communication, leader and member roles in groups, problem solving
and decision making, group norms, leadership and authority and intergroup
cooperation and competition.
Process Consultation

8. Grid Organisation Development Activities

A six - phase model designed by Blake and Mouton involving the whole
organisation. the model starts with upgrading individual manager’s skills and
leadership abilities, moves to improvement activities, then to intergroup relations
activities. Later phases include corporate planning for improvement, developing
implementation tactics and finally evaluation of the change in organisation culture. A
long term process lasting up to 5 years.
Process of Grid organisational development

9. Third -Party Peacemaking Activities

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Intervention by a skilled third party aimed at helping 2 organisational members

manage their interpersonal conflict. Based on confrontation and an understanding of
conflict and conflict resolution processes.
10. Coaching and Counselling Activities
The consultant works with org. members to a) define learning goals; b) learn how
others see their behaviour, and c) learn new behaviours to better achieve their goals.
Key features are non-evaluative feedback and joint exploration of alternative
behaviours.
11. Life and Career Planning Activities
Activities focused on life and career objectives and how to go about attaining them.
Includes goal setting, assessment and training.
12. Planning and Goal Setting Activities
Theory and experience in planning and goal setting, problem solving models,
planning paradigms and “ideal vs. real” discrepancy models.
13. Strategic Management Activities
Helping key policy-makers reflect on the org’s basic mission and goals,
environmental demands, threats and opportunities. engaging in long-range planning
of both a reactive and a proactive nature. Attention is focused outside of the org. and
to the future.
14. Organisational Transformation Activities
Activities focusing on large-scale system changes that will fundamentally transform
the nature of the organisatiop. Virtually every aspect of the org. is changed: structure,
management philosophy, reward systems, work design, mission, values and culture.

2)Designing Interventions
 To discuss criteria for effective interventions

 To discuss issues, considerations, constraints, ingredients, and processes

associated with intervention design

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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 (The existing state of affairs).

Characteristics of Effective Interventions

• Is it relevant to the needs of the organization?
– Valid information
– Free and Informed Choice
– Internal Commitment
• Is it based on causal knowledge of intended outcomes?
• Does it transfer competence to manage change to organization members?

The Design of Effective Interventions

• Contingencies Related to the Change Situation

o Readiness for change

o Capability to change
o Cultural context
o Capabilities of the change agent.

• Contingencies Related to the Target of Change.

Intervention Overview

[Link] Process Interventions

o T-Groups
o Process Consultation and Team Building
o Third-party Interventions (Conflict Resolution)
o Organization Confrontation Meeting
o Intergroup Relationships
o Large-group Interventions
o Grid Organization Development
[Link] Interventions
o Structural Design
o Downsizing
o Reengineering
o Employee Involvement
o Work Design

[Link] Resources Management Interventions

o Goal Setting

o Performance Appraisal

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o Reward Systems

o Career Planning and Development

o Managing Work Force Diversity

o Employee Wellness

[Link] Interventions
o Integrated Strategic Change
o Transorganization Development
o Mergers and Acquisitions
o Culture Change
o Self-designing Organizations
o Organization Learning and Knowledge Management

Learning Objectives
• To discuss criteria for effective interventions
• To discuss issues, considerations, constraints, ingredients, and processes
associated with intervention design
• To give an overview of the various interventions used in the book

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.

Characteristics of Effective Interventions

• Is it relevant to the needs of the organization?
– Valid information
– Free and Informed Choice
– Internal Commitment
• Is it based on causal knowledge of intended outcomes?
• Does it transfer competence to manage change to organization members?

The Design of Effective Interventions

 Contingencies Related to the Change Situation
 Readiness for Change
 Capability to Change
 Cultural Context
 Capabilities of the Change Agent
 Strategic Issues
 Technology and structure issues
 Human resources issues
 Human process issues


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Intervention Overview

1) 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
2) Techno structural Interventions
 Structural Design
 Downsizing
 Reengineering
 Employee Involvement
 Work Design

3) Human Resources Management

 Goal Setting
 Performance Appraisal
 Reward Systems
 Career Planning and Development
 Managing Work Force Diversity
 Employee Stress and Wellness

4) Interventions Strategic Interventions

 Integrated Strategic Change
 Mergers and Acquisitions
 Alliances and Networks
 Culture Change
 Self-designing Organizations
 Organization Learning and Knowledge Management

Your Basic Rights

1. To say no and not feel guilty
2. To change your mind about anything
3. To take your time to form a response to a comment or question
4. To ask for assistance with instructions or directions
5. To ask for what you want
6. To experience and express your feelings
7. To feel positive about yourself under any conditions

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8. To make mistakes without feeling embarrassed or guilty

9. To own your own opinions and convictions
[Link] protest unfair treatment or criticism
[Link] be recognized for your significant achievements and contributions..
Definitions to Know
 ASSERTION THEORY: EVERYONE HAS CERTAIN BASIC RIGHTS
 Assertive behavior: entitlement, not at the expense of others
 Non-assertive behavior: giving up entitlement in order to satisfy others
 Aggressive behavior: entitlement at the expense of others
 Verbal and Non-Verbal “I would like a raise”
Verbal Assertiveness
 D – Describe (When you…)
 E – Express (I feel…)
 S – Specify (I would prefer that…)
 C – Consequence (If you do, don’t, I will…)

Non-Verbal Behaviors
 Eye contact
 Stance
 Posture
The right word at the right time can turn a life around. The wrong word at the wrong
time can ruin someone. Timing is everything.
Conflict Resolution
3 Types of Conflict:
 Content Conflict (Misunderstanding Facts)
 Value Conflict (Agree to Disagree)
 Ego Conflict (Win-Lose Mentality)

Conflict Resolution Techniques

1. Active listening: repeat the other person’s words/feelings (paraphrasing)
2. Identify your position: state thoughts and feelings about the situation
3. Explore alternative solutions: brainstorming
Team Intervention
To intervene is to enter into an ongoing system of relationships, to come between or
among persons, groups, or objects for the purpose of helping them.

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Distinction between Groups and Teams

• A work group is
- a number of persons
- usually reporting to a common superior
- having some face-to-face interaction
- persons have some degree of interdependence in carrying out tasks for the
purpose of achieving organizational goals
• A team is a form of group has some characteristics in greater degree than
ordinary groups and a higher degree of interdependency and interaction
Different Types of Teams

• Cross-Functional Teams: comprised of individuals with functional home

base- eg. Manufacturing, design, eng etc.- but they meet regularly to solve
ongoing challenges requiring input from a number of functional areas
• Effective Teams: are relaxed, comfortable and informal
• High-Performance Teams: have strong personal commitment to each other-
commitment to other’s growth and success
Effective Team
An effective team has certain characteristics that allow the team members to function
more efficiently and productively.

An effective team develops ways to share leadership roles and ways to share
accountability for their work products, shifting the emphasis from the individual to
several individuals within the team. A team also develops a specific team purpose
and concrete work products that the members produce together.

Components of effective team

There are four essential components to an effective team:

1. Positive Corporate Culture

2. Give Recognition
A. Outstanding performance
B. Continued performance
C. Improved performance

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3. Positive Feedback
4. Provide New Opportunities
Team Intervention
The purpose of this team is to help Employees / Members of the team that are
struggling in some way. This usually refers to performance but can include
emotional/behavioral/social concerns.
When Team Members Give Up
In a study of 569 managers, they reported that they limited their efforts or input in
over 56% of the teams in which they participated. The major causes for giving up
were cited as:
• Presence of someone with expertise (73%)--I wasn't needed
• Presentation of compelling argument (62%)--I didn't have other information
for an argument
• Lack of confidence in ability to contribute (61%)--I wasn't prepared or there
were other "high power" people.
• Unimportant or meaningless decision (52%)--why waste my time?
• Pressures to conform to team decision (46%) --groupthink at its best!
• Dysfunctional decision making climate (39%)--you want me to risk what?!

This Intervention can be used effectively to:

 Engage and align individuals, or cross-teams, to collaborate effectively
 Bring in high energy and charge up the team to achieve stretched goals
 Set up a high performance climate in the organization.
Team-Building Interventions
The four main areas:
 Diagnosis
 Task Accomplishments
 Team relationships
 Team and organization processes

THE FORMAL GROUP DIAGNOSTIC MEETING

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Its purpose is to conduct a general critique of the performance of the group and to
uncover and identify problems on which they will work on .

THE FORMAL GROUP TEAM-BUILDING MEETING

It has the goal of improving the team’s effectiveness through better management of
task demands, relationship demands and group processes.

PROCESS CONSULTATION INTERVENTIONS

• Process consultation model is similar to team-based interventions
• It places greater emphasis on diagnosing and understanding process events
Steps in Team Intervention
 Step 1 - Identify At-Risk Population
 Step 2 - Initial Intervention Team Meeting
 Step 3 - Interventions Begin
 Step 4 - Second Intervention Team Meeting
 Step 5 - Request for Further Testing
Step 1 - Identify At-Risk Population:
• It must be determined which members are “at-risk”. The lowest 10% in each
level will be the target group.
• Identify them by considering Previous year’s review or with various
assessment technique.
Step 2 - Initial Intervention Team Meeting:
 Review data with all personnel in attendance
 Brainstorm interventions (interventions must be research-validated). Other
interventions may have been agreed upon during the initial Intervention Team
meeting.
Team interventions usually focus on the following:
• Clarify Direction:
Often facilitate teams, to clarify their visions and goals, and their
understanding of the business environment, market and competitor forces
within their operation.
• Inspiring Performance:
This involves clarifying individual and team roles, their interdependencies and
communication between them.
• Building Relationships and Trust:
Use techniques such as sharing information, giving and receiving feedback, as
well as practical behavior frameworks such as MBTI, Enneagram, DISC

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Transactional Analysis and Learning Styles, to help colleagues understand

each other better.
 Conflict Management:
Help clarify the rules of engagement and, if necessary, use conflict
management techniques to help protagonists stand back and take a fresh look
at how they are behaving and working together, and explore options for
change.
 Relating to the External World:
Identify the key external stakeholders of the team, how communication occurs
between them and individual team members, and facilitate changes which
simplify and enhance effectiveness.

Interpersonal Interventions
Introduction
Your Basic Rights
 To say no and not feel guilty
 To change your mind about anything
 To take your time to form a response to a comment or question
 To ask for assistance with instructions or directions
 To ask for what you want
 To experience and express your feelings
 To feel positive about yourself under any conditions
 To make mistakes without feeling embarrassed or guilty
 To own your own opinions and convictions
 To protest unfair treatment or criticism
 To be recognized for your significant achievements and contributions
Definitions to Know
 ASSERTION THEORY: EVERYONE HAS CERTAIN BASIC RIGHTS
 Assertive behavior: entitlement, not at the expense of others
 Non-assertive behavior: giving up entitlement in order to satisfy others
 Aggressive behavior: entitlement at the expense of others
 Verbal and Non-Verbal “I would like a raise”
Verbal Assertiveness

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 D – Describe (When you…)

 E – Express (I feel…)
 S – Specify (I would prefer that…)
 C – Consequence (If you do, don’t, I will…)
Non-Verbal Behaviors
 Eye contact
 Stance
 Posture
The right word at the right time can turn a life around. The wrong word at the
wrong time can ruin someone. Timing is everything.

Strategies for Conflict Resolution

• Prevent the conflict through mandate or separation of the parties
• Set limits on the timing and extent of the conflict
• Help the parties to cope differently with the conflict
• Attempt to eliminate or resolve the basic issues in the conflict

INTER-GROUP INTERVENTIONS
INTRODUCTION

When tension, conflict exist among groups, some predictable things happens among
group, like cutting of feedback, low interaction and communication, each group
believes and acts as though, it can do no wrong and the other group can do no right.
Several strategies for reducing intergroup conflict have been identified like:

 Introduction of common enemy

 Increasing the interaction and communication among the groups
 Finding a subordinate goal
 Rotating the members of the groups
 The organization development techniques for dealing with inter group
problems include following:
i. Intergroup team building intervention
ii. Third party peacemaking intervention
iii. Organization mirror
iv. Partnering

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I. INTERGROUP TEAM- BUILDING INTERVENTIONS

 It improves intergroup relations. Intergroup OD interventions attempt to bring
the surface underlying problems to use joint problem solving, to correct
misperceptions between groups and to reopen channels of communications.
 A set of activities developed by Blake, Sheppard and Mouton is widely
applicable to situations where relations between groups are strained:
1. The leaders of the two groups meet with the consultant and are asked if they
think the relations between the two groups can be better and are asked if they
are willing to search for mechanisms and procedures that may improve
intergroup relations.
2. The intergroup interventions per se begin now.
- The two groups meet in separate rooms and build two lists.
- In one list they give their thoughts, attitudes, feelings and perceptions of the
other group.

3. The two groups come together to share with each other the
information on the lists.

4. The two groups return to their separate meeting places and

are given two tasks.
- first, they react to and discuss what they have learned about themselves and
the other group.
- The second task is to make a list of the priority issues that still need to be
resolved between the two groups.

5. The two groups come back together and share lists

with each other.
- After comparing the lists, they then make one list containing the issues and
problems that should be resolved.
- They set priorities on the items in terms of importance.

6. As a follow up to the intergroup team building activity,

7. A meeting of the two groups or their leaders is desirable to determine whether

the action steps have in fact occurred and to assess how the groups are doing
on their own action plans

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[Link]-PARTY PEACEMAKING INTERVENTIONS

 One method of increasing communication and initiating intergroup problem

solving the intervention of third party. One basic features of this techniques is
confrontation. Confrontation refers to the process in which the parties directly
engage with each other and focus on the conflict between them .Some of the
theories underlying these intervention.
 Walton’s Approach to Third-Party Peacemaking
- Walton presents a diagnostic model of inter personal conflict based on four
basic elements:
1. The conflict issues
2. The precipitating circumstances
3. The conflict relevant acts of the principals
4. The consequences of the conflict

 Principled Negotiations- The book Getting to yes gave valuable insights for
OD practitioners. In Getting to yes, the author recommend following method
for negotiations.

 People
 Interests
 Options
 Criteria

III. ORGANISATION MIRROR INTERVENTIONS

The organization mirror is a technique designed to give work units feedback on

how other elements of the organization view them.

 Organization mirror is a set of activities in which a particular organizatio0nal

group, the host group, gets feedback from representatives from several other
organizational groups about how it is perceived and regarded.
 This intervention is designed to improve the relationship between groups and
increase the intergroup work effectiveness.
 Three or more groups are involved.

 Representatives of other work related groups participate rather than full

membership.

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[Link]

 When two or more organizations are likely to incur unnecessary conflicts, an

intervention ‘partnering’ can be productive.

Partnering is a variation of team building, intergroup team building and strategic

planning having the objective of forming “an effective problem- solving management
team composed of personnel both parties.

TYPES OF OD INTERVENTIONS

Based on the underlying causal mechanisms, Robert Blake and Jane Mouton have
identified the following methods of interventions.

[Link] intervention: This calls for attention to a contradiction in action or

attitudes that then leads to exploration.
2. Theory intervention: Here behavioral science knowledge and theory are used to
explain present behavior and assumptions underlying the behavior.
3. Procedural intervention: which represents a critiquing of how
something is being done to determine whether the best methods are
being used.
4. Relationship intervention: Focuses attention on inter-personal
relationships (particularly those where there are strong negative
feelings) and surfaces the issues for exploration and possible
resolution.
5. Experimentation intervention: In this method, two different action plans are
tested for their consequences before a final decision on one is made.
6. Dilemma intervention: in which an imposed or emergent dilemma is used to
force close examination of the possible choices involved and
the assumptions underlying them.
7. Perspective intervention: which draws attention away from
immediate actions and demands and allows a look at historical
background, context and future objectives in order to assess whether
or not the actions are “still on target”.
8. Organization Structure intervention: calls for examination and
evaluation of structural causes for organizational ineffectiveness.
9. Cultural intervention: examines traditions, precedents, and practices in a direct
focused approach.

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3)TEAM BUILDING

Team building refers to intense group activities the goals of which are the
improvement and increased effectiveness of various teams.
Team building activities may be directed at Intact Teams or Special Groups
(like project teams, inter-departmental teams, etc.)
Focus areas of team building are: diagnosis, task accomplishments, team
relationships, team and organization processes.

Varieties of Team Building Interventions

Formal Groups (Intact work teams)

A. Diagnostic Meetings
B. Team Building Focused on:
 Task Accomplishment, including problem solving, decision making, role
clarification, goal setting, etc.
 Building and maintaining effective interpersonal relationships, including
bosssubordinate relationships and peer relationships.
 Understanding and managing group processes and culture
 Role analysis technique for role clarification and definition.
 Role negotiation techniques.

Special Groups
A. Diagnostic Meetings
B. Team Building Focused on:
 Task accomplishment, especially special problems, role and goal clarification,
resource utilization, etc.
 Relationships, especially interpersonal or inter-unit conflict, and
underutilization of each other as resources.
 Processes, especiall communications, decision-making,and task allocations.
 Role Analysis technique for role clarification and definition.
 Role negotiation.
Team Building Activities
• Activities Related to One or More Individuals
• Activities Oriented to the Group’s Operations and Behaviors
• Activities Affecting the Group’s Relationship with the Rest of the
Organization
Types of Teams
• Groups reporting to the same manager
• Groups involving people with common goals
• Temporary groups formed to accomplish a specific, one-time task
• Groups consisting of people whose work roles are interdependent
• Groups with no formal links but whose collective purpose requires
coordination

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• Family group diagnostic meeting

• A set of activities designed to understand the current structure,
process, and effectiveness of the team
• Family group team-building meeting
• A set of activities design to address and improve a specific aspect of
team functioning

TYPES OF OD INTERVENTIONS

SURVEY FEEDBACK
Survey feedback consists of a process of systematically collecting data
about the system and feeding back the data for individuals and groups at all levels of
the organization to analyze, interpret meanings and design corrective action steps.
The two major components of this process are: a) use of a climate or attitude survey
and, b) the use of feedback workshops.

Steps in the survey feedback process

1. Organization members at the top of the hierarchy are involved in the preliminary
planning.
2. Data are collected from all organization members.
3. Data are fed back to the top executive team and then down through
the hierarchy in functional teams. This involves an interlocking chain of conferences.
4. Each supervisor presides at a meeting with his or her subordinates in which the
data are discussed and in which (a) subordinates are asked to help interpret the data
(b) plans are made for making constructive changes, and (c) plans are made for the
introduction of the data at the next lower level.
5. Most feedback meetings include a consultant who has helped prepare the superior
for the meeting and who serves as a resource person.

Survey feedback will succeed, when

a. The team accepts the data gathered as valid.
b. The team accepts responsibility for part it plays in the problem
identified.
c. The group commits itself to solving the problems.
SURVEY FEEDBACK
A typical survey questionnaire may contain questions pertaining to some or all of the
following:

Leadership
1. Managerial support
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2. Managerial goal emphasis

3. Managerial work facilitation
4. Managerial interaction facilitation
5. Peer support
6. Peer goal-emphasis
7. Peer work facilitation
8. Peer interaction facilitation
Organizational climate
9. Communication with company
[Link]
[Link] making
[Link] within the company
[Link] between departments
[Link] management

Satisfaction
[Link] with company
[Link] with supervisor
[Link] with job
[Link] with pay
[Link] with work group
INTERGROUP DEVELOPMENT
The focus of Intergroup development is on improving Intergroup relations.
Goals are:

 Improve and increase Intergroup communication and interaction

 Reduce amount of dysfunctional competition
 Replace a parochial, independent point of view with an awareness of
the necessity for interdependence of action calling on the best efforts
of all groups.

Steps in the Intergroup interventions

Step 1
Meeting between leaders of groups with consultant facilitator.

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Step 2
The Intergroup intervention begins at this stage. The two groups meet
separately and build two lists: one list stating what they feel about the other group,
and another list listing what the other group thinks about their own group.
Step 3
The two groups meet each other and share the contents of the lists made by them.
Step 4
The groups return to their separate meeting places, and take stock of
information gathered in step 3. As a first step they react to and discuss what they
have learned. Usually, this discussion itself leads to clarifications of many of the
feelings of the group about the other. As a second step, they are asked to make a list
of the still unresolved issues between them. This list is usually much smaller than the
first lists produced by them.
Step 5
The groups meet again and share their new, small list of unresolved issues. After
discussing the two lists, they produce a single list of the most important, urgent and
critical issues that need to be resolved immediately. They will then prioritize the
points, prepare action plans and decide on who will do what to implement the action
plan.
Step 6
Follow up meetings are held between the groups to take stock of progress on action
taken and making mid-course corrections, if any.

PROCESS CONSULTATION

Process consultation model is similar to team-building interventions, except that

Process Consultation (PC) places greater emphasis on diagnosing and understanding
process events in an organization. The process consultant’s role is more non-directive
and questioning as he or she gets the groups to solve their own problems.

The crux of this approach is that a skilled third party (consultant) works with
individuals and groups to help them learn about human and social processes and
learn to solve problems that stem from process events.

According to Schein, the chief goal of PC is as follows:

“The job of the process consultant is to help the organization solve its own problems
by making it aware of organizational processes, the consequences of these processes,
and the mechanisms by which they can be changed. The process consultant helps the
organization to learn from self-diagnosis and selfintervention.

The ultimate concern of the process consultant is the organization’s capacity to do for
itself what he has done for it. Where the standard consultant is more concerned about
passing on his knowledge, the

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process consultant is concerned about passing on his skills and values.”

Kinds of PC interventions.

1. Agenda-setting interventions, consisting of

 Questions which direct attention to interpersonal issues
 Process-analysis periods
 Agenda review and testing procedures
 Meetings devoted to interpersonal process
 Conceptual inputs on interpersonal-process topics

2. Feedback of observations or other data consisting of:

 Feedback to groups during process analysis or regular work time
 Feedback to individuals after meetings or after data-gathering.

[Link] or counseling of individuals

4. Structural suggestions:
 Pertaining to group membership
 Pertaining to communication or interaction patterns
 Pertaining to allocation of work, assignment of responsibility, and lines of
authority.

T GROUP (LABORATORY TRAINING, SENSITIVITY TRAINING)

T Groups are essentially unstructured, agendaless group sessions for about 10 to 12

members and a professional “trainer” who acts as the catalyst and facilitator for the
group.
T Group has high relevance for developing skills of importance and for
personal growth and development of the individual.
The data for discussion in these unstructured groups are data provided by the
interactions of the group members as they strive to create a viable society for
themselves. Actions, reactions, interactions and concomitant feelings accompanying
them are the data for the group. The groups usually meet for 3 days to two weeks.
Conceptual material relating to communication skills, interpersonal relations,
individual personality theory and group dynamics is a part of the program. The group
experience is the main learning vehicle.
T group is a powerful learning laboratory where individuals gain insights into the
meaning and consequences of their own behavior, the meaning and consequences of
others’ behaviors and the dynamics and processes of group behavior.
The most frequently used T group format is called “Stranger Lab” and
consists of three trainers and 30 – 35 participants from a variety of

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organizations. Another format consists of several clusters of two or three individuals

from different parts of the same organization, with people from the same department
assigned to different T-groups.

T GROUP (LABORATORY TRAINING, SENSITIVITY TRAINING)

Goals of T group or Laboratory Method

1. Increased awareness and sensitivity to emotional reactions and
expression of himself and in others.
2. Greater ability to perceive and learn from the consequences of his
actions through attention to feelings, his own and others’.emphasis
is placed on development of sensitivity to cues furnished by the
behavior of others and ability to utilize “feedback” in understanding
his own behaviors.
3. Enable the individuals to develop personal values and goals
consonant with a democratic and scientific approach to problem
and personal decision and action.
4. Develop concepts and theoretical insights, which will serve as tools
in linking personal values, goals and intentions to actions
consistent with these inner factors and with the requirements of the
situation.

5. Foster the achievement of behavioral effectiveness in transactions

with one’s environment. Enable individuals to better integrate
intentions and actions and provide a valid insight into self

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