Professional Practice Activity – Delinquent Record Statistics

Professional Practice Activities (PPA) are activities designed to expose you to real, sometimes virtual, professional/healthcare practices. For students enrolled in the Health Information Technology Program, PPAs are a required part of the curriculum mandated by the American Health Information Management Association (AHIMA).

Objectives

Upon completion of this activity, the student should be able to:

  • Determine medical staff compliance with hospital policy relating to delinquent records.
  • Calculate delinquency rates for health records, history and physicals, and operative reports.
  • Construct data displays using Microsoft Excel.
  • Analyze data and prepare a report regarding medical staff compliance with Joint Commission standards.

Instructions

For the purpose of this assignment, assume that you are the manager of the HIM Department of General Hospital. General Hospital is due for a Joint Commission accreditation survey in six months. The CEO asks for a report regarding medical staff compliance with Joint Commission requirements for delinquent records last year. The following are the two Joint Commission standards that address timeliness of medical record completion.

General Hospital is due for a Joint Commission accreditation survey in six months. The CEO asks for a report regarding medical staff compliance with Joint Commission requirements for delinquent records last year. The following are the two Joint Commission standards that address timeliness of medical record completion.

Joint Commission Standard Record of Care, Treatment, and Services (RC) RC.01.03.01
Documentation in the medical record is entered in a timely manner.

Elements of Performance RC.01.03.01

  1. The hospital has a written policy that requires timely entry of information into the medical record.
  2. The hospital defines the time frame for completion of the medical record, which does not exceed 30 days after the patient’s discharge.
  3. The hospital implements its policy requiring timely entry of information into the patient’s medical record.

Joint Commission Standard Record of Care, Treatment and Services (RC) RC.01.04.01
The hospital audits its medical records.

Elements of Performance RC.01.04.01
The hospital measures its medical record delinquency rate at regular intervals, but no less than every three months.

 

To implement this standard, General Hospital’s policies and procedures state:

  • The medical record delinquency rates are monitored on a monthly basis;
  • Action will be taken when a problem is indicated; and
  • Data will be available to demonstrate improvement.

In addition, to ensure the timely entry of all significant clinical information into the patient’s record, the Medical Staff Rules and Regulations list the following documentation requirements:

  • The total number of delinquent records may not exceed 50% of the total number of inpatient discharges and ambulatory surgeries performed for the month.
  • The total number of delinquent history and physicals may not exceed 2% of the total number of inpatient discharges and ambulatory surgeries performed for the month.

The total number of delinquent operative reports may not exceed 2% of the total number of inpatient operations and ambulatory surgeries.

Download the following Delinquent Record Report.

  1. Using Microsoft Excel, input the data from the Delinquent Record Report. Include report, column and row titles, and the monthly data.
  1. Use Excel to calculate and automatically insert the total number of discharges for the month. Total discharges = Total Inpatient Discharges + Total Ambulatory Surgeries, for purposes of delinquent record calculations. Total operations = total ambulatory surgeries + total inpatient operations.
  1. Use Excel to calculate and insert the number of delinquent records, history and physical exam reports (H & Ps), and operative reports permitted according the Medical Staff Bylaws for each month in 20XX based on the hospital’s statistics for that month. To calculate the year’s figure, the monthly average should be used. Therefore, have a final monthly average column and use Excel to compute the averages for all rows.
  1. Using Excel, construct both line graphs and bar graphs showing the following
    1. The hospital’s actual delinquent records compared to the total number of delinquent records permitted by the Medical Staff Rules and Regulations for the 12 months in 20XX (do not include the total for the year)
    2. The hospital’s actual delinquent H & Ps compared to the total number of delinquent H & Ps permitted by the Medical Staff Rules and Regulations for the 12 months in 20XX.
    3. The hospital’s actual delinquent ORs compared to the total number of delinquent ORs permitted by the Medical Staff Rules and Regulations for the 12 months in 20XX.

Consider which of the graphs do you prefer to illustrate the hospital’s compliance?

  1. Provide a narrative analysis of the findings for the CEO. Reference the table and use the graphs you prefer to illustrate compliance in the report. Include in the analysis whether the hospital was in compliance with the Medical Staff Rules and Regulations in each of the three areas during each month of the year. Was the hospital in compliance for the whole year?
  1. Submit the following to your instructor:
    1. Delinquent Record Report Table
    2. Line and bar graphs
    3. Narrative analysis of findings.

Evaluation

This activity will be evaluated for:

  • Accuracy of spreadsheet – Delinquent Record Report
  • Accuracy and appearance of line and bar graphs
  • Content and analysis of findings in the report for the CEO

Submit your completed assignment by following the directions linked below. Please check the Course Calendar for specific due dates.

Save your assignment as a Microsoft Word document. (Mac users, please remember to append the “.docx” extension to the filename.) The name of the file should be your first initial and last name, followed by an underscore and the name of the assignment, and an underscore and the date. An example is shown below:

Jstudent_exampleproblem_101504

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Case Study 3

Select one of the following case studies (located in your textbook):

Then complete the following:

•Add your opinion about the choices and decisions being made—if this was your company would you make this choice?

•What would you do differently?

CASE 4-1  WALMART’S EVERYDAY HIRING STRATEGY: FUELING FUTURE CONSUMER DEMAND WITH PASSION AND TALENT

CASE 4-2  GAUGING EMPLOYMENT AT HONEYWELL

CASE 5-1 HERE A GM, THERE A GM, EVERYWHERE A GM (OR SO THEY THOUGHT!)

CASE 5-2 TRYING TO BUILD WHEN NOBODY WANTS TO WORK

CASE 6-1 A KINK IN LINKS OF LONDON’S SELECTION PROCESS

CASE 6-2 NOT GETTING FACE TIME AT FACEBOOK—AND GETTING THE LAST LAUGH!

 
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Strategic Plan

Cover page with:

Simulation Strategic Plan

HR 304 Spring 2019

Class time and Section ?

Group #

Group Names………

When submitted in Bb your report should have the 2 attachments on their “own page. See Bb in the “Simulation information” area and follow the guide for submitting your report in Bb

————————————————————————————————————————-

Strategic Plan Budget Strategy

Summary of your Q1 decisions and overall Sim plan – How will you spend your Q1 $1.4 million?

(you receive $1.5 million more for year 2/Quater5)

Note: the 9 choices within the Simulation for each of the 6 Practice Areas that are the exact same for each Quarter.

Example: Our company has decided to allocate a smaller portion of the budget in the first quarter and incrementally increase per quarter. The first quarter we will see what works well and what areas may need to be improved. Based on that analysis we will increase spending in areas that are not on target. We have an annual budget of $1.3 Million. In the first quarter we can spend up to $225,000. The second and third quarter we have a budget of $325,000 each quarter and the last quarter we can increase spending to $425,000. Increasing spending incrementally will leave room for improvement in problem areas.

For first quarter spending we have decided to focus on selection, training, compensation, and performance appraisals. Having the right employees and proper training are important factors in any business and we hope focusing on these areas will improve performance and translate into higher profitability.

We are aiming to improve several of our KPI results in the first quarter. Productivity, wellbeing, and turnover are a huge concern. By improving these as well as other KPI statistics we will hopefully have a much more profitable bottom line. We will work to improve diversity and other areas with additional spending later on in the year.

Note: There is no Attachment #1/ “X” chart this semester.

Quarter 1 Practice Areas Option # Spending
     
Performance Appraisals 7 $30,000
Work-Life Balance 2 $30,000
Training 3 $40,000
Talent Management 1 $0
Compensation 8 $55,000
Selection 8 $60,000
Total   $215,000

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Spending analysis for each of the 6 Practice Areas in Quarter 1.

The following is an explanation of why we chose each specific option.

Name–of the person writing this Practice section (do this for each of the 6 practice areas below)

List Practice Area , Option #, and the Cost like below

Performance Appraisal-Option 7, Cost: $30,000.00

Bold each selection description

“Ensure that EGS’s performance appraisal instruments meet the standard of business necessity by customizing evaluation criteria to eGS’s strategic goals and values as well as linking essential job functions in job descriptions to performance criteria in appraisals”.

The goal of our selection regarding performance appraisals is to increase productivity within the firm. Setting goals for employees that are in line with the strategic goals of the company will help lead everyone toward the same target. If everyone is on the same page, employees can operate more effectively within their positions. Investing in performance appraisals may also help to decrease absenteeism if the performance criteria includes attendance. This option is a good starting point because it fits within the budget and clearly explains to employees our common goals and their part in them.

Lastly, conducting performance appraisals can enable us to better plan the incorporation of new training in the workplace. By conducting appraisals, we can determine what training is necessary to increase employee performance in their essential job functions. Performance appraisals will also help set appropriate compensation levels. Some employees will stop working as hard if they feel they are not being compensated properly for their hard work. It can go the opposite way too. If you give raises without proper data you may be encouraging an employee to stop improving their performance because they are being paid for a higher level of work than they are producing.

Name

Work/Life Balance- Option # ?, Cost: $30,000

Bold description you choose for Quarter 1

“Sponsor a series of Dinners-For-Eight so employees and their partners can get to know others in eGS. Research on social capital and social support indicate that positive relationships in the workplace can reduce stress and increase satisfaction”.

The goal of this spending is to improve the overall wellbeing of our employees and to steadily encourage innovation through collaboration. If employees are encouraged to engage each other socially they will be more likely to work well together as teammates. This also encourages interdepartmental association. Hopefully, with improved satisfaction with work, our employees will also be more productive. Employees will also be less likely to leave the company if they are happy. This will also help reduce turnover.

It is both ethical and economical to ensure the wellbeing of our employees. It is in everybody’s best interest that employees are happy with their work-life balance. That means different things for different people, however some steps can be taken by any company to make sure there is balance. If employees feel that they are able to live their lives outside of work they are more likely to be satisfied and stay with a company. They will also be more productive at work if they are not preoccupied with juggling too much work and neglecting other responsibilities in other important aspects of their lives.

Next chosen practice area…

Name

Training- Cost: $40,000

Offer training to employees who’ve been with eGS less than two years to provide follow-up for the newcomer orientation. Mentors for newcomers could learn valuable skills and feel more established at eGS. Newcomers at eGS could feel more comfortable asking “silly” questions of someone who “learned the ropes” at eGS not so long ago. This could also build social capital in eGS.

The reason we chose this option is because it makes sense to have more experienced employees help new trainees learn. Having mentors will also increase job satisfaction and can reduce turnover rates. The training will teach newcomers the skills they need to perform well, build connections within the company, and maintain a healthy business culture. Having employees training together will also increase synergy. With our investment in training we hope to improve productivity, innovation, and turnover. We will improve our bottom line spending less on turnover and working smarter as well as harder.

Training is an important aspect of human resources because it impacts so many areas of the business. People are the most valuable resource in any company. If you can work to increase the knowledge and resources of people in your firm then the value of the company goes up. It is also necessary to ensure that all employees are respectful of the business culture and understand what is required of them. Training can help do all of this.

Talent Management- Cost $0

For our spending we decided to allocate $0 towards talent management. The reason for this spending amount was because we want our company to rely on correct training for our employees. We feel that if we have trained employees effectively and efficiently there won’t be a need to retrain or coach current employees. However, because of our budget plan we are prepared to give more money towards this section if needed for future quarters. Our strategy is to constantly improve our company little by little, to make the most profit.

The purpose of talent management is to prepare employees for future responsibilities and activities while rewarding employees by utilizing learning problems. However, we feel that training and compensation will solve this issue because we feel our employees are motivated more through benefits and compensation than advancement opportunities. Our plan is to have a continuous budget that will affect the learning process beforehand rather a learning process for current employees. From this strategic planning our company will increase employee spending and productivity. Our company will be utilizing our spending and resources to create productive employees and learning programs to earn the most profit.

Compensation- Cost: $55,000

Our purpose for our company’s compensation spending is to increase our productivity by preventing employee turnover and increasing our employee well-being. Our budget allocated $55,000 for employee compensation to increase employee motivation and company loyalty. From this we hope to increase employee performance so that our employees have a constant reminder for our brand’s values and work ethic. Our company wants to keep compensation plans public so that our employees are aware of the potential benefits they’re able to receive through hard work and reliability. We want to keep our compensation plans at our employee’s best interest from a budget, legal, and local perspective. Our company strives to make our compensation management effective by providing options for bonus, salary, stock, and commissions. By empowering our employees through compensation and benefits it will increase motivation and job performance in our company so that we’ll continuously be ahead of our competitors.

Pay and benefits are one of the biggest influencers for our company’s employee performance, both increase our brand motivation and loyalty. We believe positive incentives can be used to attract new employees while also increasing our current employee’s skills and ability. We want compensation to decrease employee turnover and increase our employee’s knowledge and performance for our company. We also want our employees to be focused and empowered throughout the work day and be constantly satisfied. We separated our company’s $55,000 budget for compensation into 4 major categories: base pay, wages and salary, incentive, and benefits. Our company wanted to be certain that we utilized our budget for both direct and indirect compensation to provide our employees with the best outcome. Our company’s compensation method will be based around positive and avoidance reinforcement. We want to have the ability to reward employees while still demonstrating that the amount of work ethic correlates to the amount of benefits. By doing this our company estimated $30,000 for base pay, wages, salary and incentives. Our company wants to make sure our employees are getting paid fairly and have the opportunity to receive overtime pay. We also wanted to provide stock options, by providing stock options it will display our employees loyalty while providing constant motivation. This will create the mentality of, “the harder I work the more I get paid,” not only in a job perspective but a financial perspective as well. Our leftover $25,000 budget we want to allocate towards our employee benefits. Our company wants to provide a mixed compensation package of benefit programs including retirement, health, life and disability insurance. By doing so we will build a strong employer to employee relationship built off of trust and reliability. By keeping our employees well informed and taken care of employee turnover rate will be reduced while incentives will provide an increase in productivity giving our company a successful advantage against others.

Selection- Cost: $60,000

The goal towards our selection spending is about understanding and choosing the right employees that have the types of KSA’s needed to successfully run our business. We believe efficiency in selection is the foundation for a business to continuously make profit due to the effects of turnover and well-being. Our recruiters must be committed to finding the best employees that will benefit our business while constantly being aware of the changing global economy, thus allocating parts of our selection spending to diversity. Gaining and recruiting applicants is one of the most important aspects in running our business because success comes from positive, effective, dedicated, and well-communicated employees. And when you have employees that are committed and satisfied it increases job satisfaction and well-being and decreases turnover and firing.

Our business is committed to finding the best employees that will have the most positive effect on our business. We have allocated our spending towards 5 major categories: recruiting, diversity, screening, interviewing, and turnover/well-being. Recruiting is one of the major receivers in our selection spending receiving $15,000. We chose this amount because our company believes that when you have a wide variety of options you find the best candidates. We want to improve our recruiting process so that our business thrives on employees that identify with our brand and values rather than hiring employees based off of the best resume. During the recruitment and process we also want to increase our online presence. By utilizing our resources to increase the amount of foot traffic for our website we hope to increase the amount of candidates and the diversity of our recruitment process. In order to reach out to different applicants in different areas and companies we allocated $10,000 to diversity. We also estimate $5,000 towards screening our applicants, we want to be certain our employees will have a positive impact towards our employees and business environment. For interviews we estimated $15,000 due to the variety of applications from our recruiting stage. We plan to have group interviews, one on one interviews, and video and phone interviews for applicants as well. Lastly, we allocated $15,000 for turnover and wellbeing to increase job satisfaction. We believe job satisfaction and wellbeing are major components for a successful business. If we have a higher turnover rate our company loses more money for re-selecting and re-training new employees, therefore finding and hiring the right applicants and making sure they are satisfied is a main component for profitable success.

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Attachment #2

Team Member Job Description & Tasks

Note: you should list each team member name and their specific duites with bullet points

Jane Doe

In charge of writing out the strategic plan for our group on how we will be budgeting

ourselves to put us in the best position to win the simulation

Wrote about our choice in work life balance, giving a description of our selection, the

money we spent and why

Took all of the team members references, organizing them and formatting them to fit correctly

Joe Smith

In charge of taking notes on all our meeting times, discussions and making an agenda for our meetings.

Wrote about our selection in Training and talent management, the money we chose to allocate accordingly and describe why we chose this

Created group text for everyone to stay in easy communication with each other

throughout the project. Wrote our conclusion/spending analysis to our budget strategy on how our money was allocated and weather we came in under the budget.

John Smith

In charge submitting our final and completed Strategic plan paper on Black Board

Wrote about Performance appraisal explaining the choice we selected in this category as well as why we chose this option

Created group document for everyone to access online

John Doe

In charge of creating all our graphs to help easier explain and show our budget spent as well as all our choices and how they affected Key Performance Indicators

Wrote about our selection in compensation explaining the budget we chose to spend inthis category and why

Chose to be our designated selector and will be the only and final person choosing our selection in the simulation

Jane Chang

Wrote about our choice in selection describing the amount of money we chose to allocate

and why. Further breaking it down into five categories

In charge of describing everyone’s job description and the role they had in the creation of

our strategic plan paper

In charge of proofreading our finalized paper to make sure everything is correct before

submission

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Attachment 3

Meeting Notes and Agendas

Date:4/1/2016 Time: 1:00 pm Location: CSU Chico, Library Duration: 30 Minutes

Group Members In-Attendance: All members

Meeting Goal(s):

· Designate sections to complete for first part of simulation.

· Exchange Phone Numbers/Email Addresses

· Creation of Collaborative Google Doc

Important Business/Notes: Simulation Paper is Due 4/15/2016

Designation of Tasks:

· Creation of Google Doc: Joe

· Creation of Group Text: Jane

· Designation of Sections for first paper (Due 4/6): Betty

Tentative Next Meeting Date/Location: Wednesday, April 6th at 1:00 pm. Location: Library

Additional Notes:

Date:4/6/2016 Time: 1:00 pm Location: CSU Chico, Library Duration: 30 Minutes

Group Members In-Attendance: All

Meeting Goal(s):

· Assess Progress on first paper, due 4/6

· Designate person to submit paper

· Designate sections for Simulation Paper, due 4/15/2016

Important Business/Notes: Submission Due Date Changed to 4/7 at Midnight. Simulation Paper is still Due 4/15/2016

Designation of Tasks:

· Submission of Assignment: Trevor

· Creation of Google Doc for Strategic Plan: Ed

· Designation of Sections for Strategic Plan (Due: 4/15): Sarah

Tentative Next Meeting Date/Location: Wednesday, April 13th at 1:00 pm. Location: Library

Additional Notes: Everyone completed their tasks from the last meeting.

Date:4/13/2016 Time: 1:00 pm Location: CSU Chico, Library Duration: 30 Minutes

Group Members In-Attendance: All

Meeting Goal(s):

· Assess Progress Strategic Plan

· Designate person to submit Strategic Plan

· Work on Strategic Plan

Important Business/Notes: Simulation Paper is due 4/15/2016

Designation of Tasks:

· Submission of Strategic Plan: Betty

· Complete Individual Sections of Strategic Plan

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Reference Page

Note: Below is fine…but it would be better to list the Six Practice areas in the order you wrote your summary reports and note the area each reference was used for:

Performance Management

Companion, K., LLC. (2015). HRSim Student manual. Retrieved April 8, 2016, from http://www.hrsimulations.com/documents/1/HRSim Student Manual 2015-2016 V1.0.pdf

Work Life Balance:

The Importance of Work-Life Balance – Boundless Open Textbook. (n.d.). Retrieved April 05, 2016, from https://www.boundless.com/management/textbooks/boundless-management-textbook/human-resource-management-7/current-topics-in-human-resource-management-60/the-importance-of-work-life-balance-303-7294/

Help Your Employees Achieve Work-Life Balance. (n.d.). Retrieved April 05, 2016, from http://humanresources.about.com/od/glossaryw/g/balance.htm

Lussier, R. N, & Hendon, J. R. (2016). Human Resource Management: Functions, Applications, and Skill Development, 2nd Ed.. Los Angeles, CA: Sage.

Müller, A., Heiden, B., Herbig, B., Poppe, F., & Angerer, P. (2016). Improving well-being at work: A randomized controlled intervention based on selection, optimization, and compensation. Journal of Occupational Health Psychology, 21(2), 169-181 13p. doi:10.1037/a0039676

Diamantidis, A. D., & Chatzoglou, P. D. (2014). Employee post-training behaviour and performance: evaluating the results of the training process. International Journal Of Training & Development, 18(3), 149-170. doi:10.1111/ijtd.12034

 
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MGT506

Module 3 – Home

Leadership Styles and The Tribe

Modular Learning Outcomes

Upon successful completion of this module, the student will be able to satisfy the following outcomes:

•Case ◦Compare transformational leadership to non-leadership (laissez-faire).

•SLP ◦Explore and discuss the impact of a transactional leadership environment on the tribal stage of an organization.

•Discussion ◦Apply the situational leadership style to tribal leadership.

◦Discuss the benefits and/or drawbacks of using situational leadership to increase an organization’s tribal stage to the next level.

◦Apply the non-leadership factor (laissez-faire) to tribal leadership.

◦Determine whether a non-leadership style (laissez-faire) impacts an organization’s tribal leadership stage negatively or positively.

Module Overview

We are at the half-way point in the course, and it is time to change gears from traits and skills; but we will continue to apply all the concepts we are studying to tribal leadership.

For Module 3, we will focus on leadership styles, including situational leadership, transformational leadership, transactional leadership, and even non-leadership (laissez-faire).

By now, the different parts of leadership theory we have studied will start to form the basis for strategic leadership decisions, especially as they apply to tribal leadership. With a large chunk of key leadership theories under our belt, we should have no trouble beginning to discern which approaches are best in certain situations and scenarios.

Module 3 – Background

Leadership Styles and The Tribe

Style Approach

Around the same time that Katz (1955) was questioning the trait theory of leadership in favor of a more skills-based approach, Stogdill (1948) was also looking for a better model to define what makes a leader. We discussed Stogdill’s work in Module 1 (his discovery that “…the traits of leaders around the world were not distinct from the traits of non-leaders”). As we discussed, this led him to explore characteristics beyond innate traits.

As the style approach was coming into focus, several important studies were conducted to learn more about “what leaders do and how they act” (Northouse, 2018, p. 69). What leaders do is classified as task behaviors, while how leaders act is classified as relationship behaviors. Among those important studies were the Ohio State Studies, which focused on the way leaders acted when they were leading, and the University of Michigan Studies, which focused on “the impact of leaders’ behaviors on the performance of small groups” (Northouse, 2018, p. 71). While both of these studies are critical parts of understanding leadership, they are covered heavily in elementary leadership studies, and will not be further explored in the context of strategic leadership. Instead, we will move on to the prevalent style-based theories that took hold as a result of these studies and the work of Stogdill and Katz (1948; 1955).

Situational Leadership

Hersey and Blanchard, who pioneered what would become situational leadership theory in 1969, originally referred to their new leadership theory as the Life Cycle Theory of Leadership. The basis of this theory is that there is not a single, correct leadership style worthy of being recognized as the best. Instead, the authors presented a model of leadership where styles varied based on the circumstances and the needs, motivations, and aptitude of their followers.

Let’s take a few minutes to dig deeper into this theory as we build our knowledge base and prepare to apply these concepts in the course.

To begin our exploration of Situational Leadership theory, let’s watch two videos from the Leadership Channel in the Trident Online Library (under Skillsoft/Books 24×7)

Ibarra, H. (2015). Situational leadership [Video File]. Available from Skillsoft Books (BusinessPro and ITPro) in the Trident Online Library.

Guttman, H., M. (2015). Situational leadership as a dance [Video File].  Available from Skillsoft Books (BusinessPro and ITPro) in the Trident Online Library.

Transformational Leadership Model

Transformational leadership theory is one of the most widely accepted and implemented theories in modern leadership. Stemming from Burns’ (1978) seminal work in the field in his book “Transforming Leadership,” the theory described a continuum from the transactional leader (give me this and I will give you that), and the transformational leader (let’s make one another better, and build a better organization together). On the complete opposite side of the continuum from transformational leadership is non-leadership, or laissez-faire leadership.

Let’s spend some time looking at various resources that delve into each aspect of transformational leadership.

Transformational Leadership. Pointing to Mahatma Gandhi as a classic example of a transformational leader, Burns (1978) described a leadership style referred to by Northouse (2018) as “the process whereby a person engages with others and creates a connection that raises the level of motivation and morality in both the leader and the follower” (p. 176). In making the connection between this type of leadership and Gandhi as an example, Northouse states that “Gandhi raises the hopes and demands of millions of his people and in the process was changed himself” (p. 176).

Review the following passage, available in the Trident Online Library, regarding transformational leadership:

Mesu, J., Sanders, K., & Riemsdijk, M. v. (2015). Transformational leadership and organisational commitment in manufacturing and service small to medium-sized enterprises: The moderating effects of directive and participative leadership. Personnel Review, 44(6), 970-990. doi:10.1108/PR-01-2014-0020

Transactional Leadership. Transactional leadership also traces back to Burns (1978) and was expanded upon by Bass and Avolio in their many contributions to transformational leadership theory. As we transition from transformational characteristics to transactional ones, we will view the two as a part of a larger model in the figure below and the text following it:

Transformational and Transactional Leadership Factors. The factors above are explained briefly here along with additional resources for a deeper dive.

The first transformational factor, idealized influence, is often referred to as charisma. A leader with idealized influence is often considered “special” and strong in qualities that followers like to emulate. Idealized influence should be used ethically and morally by a leader who does the right thing consistently. Nelson Mandela is an excellent example.

The second transformational factor, inspirational motivation, is embodied by a transformational leader who provides clear communication of his or her high expectations to followers. This type of influence inspires followers to jump on board and work harder than they ordinarily would as they follow a clearly explained vision.

The third transformational factor, intellectual stimulation, inspires followers to dig deep and conceptualize, and try new things. An important characteristic to go along with this factor is insulation from some or all of the consequences of failure. Followers are far more willing to try new things and take risks when they know their leaders will “have their backs” when things do not go as planned.

The fourth and final transformational factor, individualized consideration, is characterized by the leader who listens and cares about the ideas, thoughts, beliefs, and concerns of the individual follower. When followers feel authentic consideration of their individual needs, it inspires them to follow and pursue positive outcomes for the leader and the organization.

The first transactional factor, contingent reward, is the classic example of a transaction. In this case, a reward is contingent on providing something in exchange (effort and productivity). An example of this is the way parents provide an allowance for their children. The children will likely be given a specific list of chores with the promise of a specific allowance once all the tasks are done to the parents’ satisfaction. It is very important to understand that, when we view transformational versus transactional leadership, we must be careful not to consider one of them bad and the other good. A key purpose of this course is to provide you with a toolbox of styles that can be chosen and used based on the situation and the other influences.

The second and final transactional factor, management-by-exception, has two different forms. The first is active, and the second is passive. Active management-by-exception involves watching followers very closely and waiting for them to make a mistake or to violate a rule or regulation. Once this occurs, the active manager-by-exception corrects the behavior immediately. Passive management-by-exception involves far less feedback and correction on a typical day. An example would be a leader that sits down with a follower and provides a negative performance review without having ever brought up any performance issues prior to the review. Both active and passive management-by-exception are primarily negative in nature. While there are definitely uses for transactional leadership (mainly through contingent reward), management-by-exception is rarely the right choice.

Before we move on to non-leadership (laissez-faire), let’s review a few more learning resources from the Leadership Channel and Books 24×7 that help explain transactional versus transformational leadership.

Leadership is More Personal Than Transactional – Leadership Channel

Thompson, K. (2016). Leadership is more personal than transactional. Available from Skillsoft Books (BusinessPro and ITPro) in the Trident Online Library. [Video File].

Transformational and Transactional Leadership

Cameron, E., &  Green, M. (2017). Chapter 6 – Transformational and transactional leadership. Essential leadership: develop your leadership qualities through theory and practice. Available in the Trident Online Library.

Non-Leadership (Laissez-Faire). We have all experienced non-leaders in our lives. According to Northouse (2018), this factor of leadership represents the absence of leadership. The leader “abdicates responsibility, delays decisions, gives no feedback, and makes little effort to help followers satisfy their needs” (p. 186).

This excerpt, titled Failure of Confidence, from Books 24×7 (Skillsoft), explores the void of leadership in more detail.

Rosenbach, W. E., Taylor, R. L., & Youndt, M. A. (Eds), (2012).  Chapter 25 – The antileadership vaccine: Failure of confidence, Contemporary issues in leadership (7th ed.) Available from Skillsoft Books (BusinessPro and ITPro) in the Trident Online Library. [Video File].

Leadership Styles and The Tribe: Making Your Own Connections

Now that we have explored style-based leadership, let’s apply that knowledge to The Tribe. This is your opportunity to make your own connections between two major concepts. Rather than providing you with an application of tribal leadership to trait theory, you will look for these links yourself within the SLP as well as both discussion questions for this module.

Required Reading/Viewing

Cameron, E., &  Green, M. (2017). Chapter 6 – Transformational and transactional leadership. Essential leadership: develop your leadership qualities through theory and practice. [Books24x7 version] Available in the Trident Online Library.

Ibarra, H. (2015). Situational leadership [Video File]. Available from Skillsoft Books (BusinessPro and ITPro) in the Trident Online Library.

Guttman, H., M. (2015). Situational leadership as a dance [Video File].  Available from Skillsoft Books (BusinessPro and ITPro) in the Trident Online Library.

Rosenbach, W. E., Taylor, R. L., & Youndt, M. A. (Eds), (2012).  Chapter 25 – The antileadership vaccine: Failure of confidence, Contemporary issues in leadership (7th ed.) Available from Skillsoft Books (BusinessPro and ITPro) in the Trident Online Library.

Rubino, L. G., Esparza, S. J., Reid C., Yolanda, S., (Eds.), (2014). Chapter 10 – Transformational leadership: Transformational leadership defined. New leadership for today’s health care professionals: concepts and cases.  Available from Skillsoft Books (BusinessPro and ITPro) in the Trident Online Library.

Thompson, K. (2016). Leadership is more personal than transactional. Available from Skillsoft Books (BusinessPro and ITPro) in the Trident Online Library. [Video File].

Optional Reading

Logan, D., King, J., & Fischer-Wright, H. (2008). Tribal leadership: Leveraging natural groups to build a thriving organization. New York: HarperCollins Publishers.

#####Module 3 – Case ASSIGNMENT 1#####

NOTE: ENSURE YOU USE PROPER APA FORMAT

Leadership Styles and The Tribe

Assignment Overview

For this case, you will fully discuss transformational leadership theory, using credible sources to back your work.

Case Assignment

1.Perform research and describe a team or organization that uses a transformational approach.

2.Compare the transformational environment you outlined above to a non-leadership environment (laissez-faire).

3.What are the key differences between the two approaches?

4.In terms of morale, productivity, and overall commitment, what do you think the key differences are between organizations that use a transformational approach and those with non-leaders?

Assignment Expectations

Write a 4- to 5-page paper (not counting the title page or reference section) covering all these topics, using proper APA formatting, source selection, and citation.

ASSIGNMENT 2 SLP ASSIGNMENT

Module 3 – SLP

Leadership Styles and The Tribe

Transactional leadership, while quite different from transformational leadership, has its place in leadership practice. As you continue your application-based SLP journey in this course, conduct research to find a team or organization that primarily uses transactional leadership. Use the research you conduct to determine your best judgment regarding the organization or team’s tribal stage.

SLP Assignment Expectations

Once again, acting as an outside consultant, create a 2- to 3-page report (not counting the title page or reference section) for the organization’s leadership that addresses the following:

1.A brief overview of the way transactional leadership is employed within the organization.

2.A brief explanation of the impact of the way transactional leadership is employed on the tribal stage of the organization.

3.A clear, research-backed recommendation addressing which changes should be made (based on the selected tribal stage).

4.An action plan for implementing those changes.

Module 3 – Outcomes

Leadership Styles and The Tribe

•Module ◦Apply the situational leadership style to tribal leadership.

◦Discuss the benefits and/or drawbacks of using situational leadership to increase an organization’s tribal stage to the next level.

◦Compare transformational leadership to non-leadership (laissez-faire).

◦Explore and discuss the impact of a transactional leadership environment on the tribal stage of an organization.

◦Apply the non-leadership (laissez-faire) factor to tribal leadership.

◦Determine whether a non-leadership (laissez-faire) style impacts an organization’s tribal leadership stage negatively or positively.

•Case ◦Compare transformational leadership to non-leadership (laissez-faire).

•SLP ◦Explore and discuss the impact of a transactional leadership environment on the tribal stage of an organization.

•Discussion ◦Apply the situational leadership style to tribal leadership.

◦Discuss the benefits and/or drawbacks of using situational leadership to increase an organization’s tribal stage to the next level.

◦Apply the non-leadership factor (laissez-faire) to tribal leadership.

◦Determine whether a non-leadership style (laissez-faire) impacts an organization’s tribal leadership stage negatively or positively.

 
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MINI CASE ANALYSIS 800 WORDS PLEASE READ INSTRUCTIONS AND SEE ATTACHMENTS FOR RESOURCES AND ASSIGNMENT/CASE STUDY

read and use chapter summaries as resources for answer base

This week’s assignment is the analysis of a mini-case. The objective of this assignment is to strengthen your knowledge of this week’s material through the application of the topics to an actual scenario. As the ability to assess your knowledge and understanding of this material, please ensure that the deliverable that you submit is reflective of this knowledge, and demonstrates the appropriate level of depth of analysis and strength of positions.

This assignment should only be completed AFTER you have thoroughly read and reviewed this week’s assigned readings AND you have thoroughly read and reviewed the assignment instructions and criteria in the assignment grading rubric. As you develop your response throughout the week, be sure to continually review the instructions and grading rubric to ensure that your response takes ALL the included criteria into consideration.

Your assignment response should be submitted in a single document with the response for each case clearly and separately delineated within the same document. Your responses to each question within the case MUST be clearly numbered.

 

Please keep the following in mind about your assignment response:

  • Before you submit your assignment response, ensure that it includes the appropriate number and types of citations and references, presented in the appropriate format. A minimum of FOUR external SCHOLARLY sources is required for this assignment. ALL of these sources must be from peer-reviewed scholarly journals.
  • Please ensure that you upload the correct file and that the file that you intend to submit is what is showing in Moodle. You may resubmit as many times as necessary PRIOR to the deadline. Resubmissions after the deadline will not be accepted.
  • Your submission will receive a Turnitin similarity score which must meet the required at or less than 20% threshold. This may take minutes, several hours, and possibly up to 24 hours depending on Turnitin’s queue length so please ensure that you complete your submission within enough time to edit and receive a revised score prior to the due date.
  • If your score is greater than the 20% threshold, please redo your response and resubmit it here again. You will be able to edit and resubmit your response as many times as necessary until the deadline. Submissions that exceed the 20% threshold at the time of grading due to excessive similarity will receive a grade of zero. Submissions that exceed the threshold after the deadline will require documentation that the threshold was met at the time of submission. It is your responsibility as the student to obtain and provide this documentation. A screenshot at the time of submission of your similarity score is the preferred documentation required for this purpose. Please note that Turnitin does not keep this information and will be unable to provide it to you as documentation for this purpose.
  • If you reference the course text, this does NOT count as an external reference as it is internal to the course. It should be cited appropriately. Content from the textbook MUST be cited.
  • Within this course, Wikipedia and other open-source sites are NOT considered reputable sources.  Webster’s dictionary and other online dictionaries WILL NOT be counted as valid external references.
  • Be sure to place a header “References” above the start of your list of references to reduce the likelihood that Turnitin will include those items in your similarity score.
  • Please do not include the text of the case question prompts in your submission as this will likely increase your Turnitin similarity score.
  • More detail is better than less. Be thorough in your responses and ensure that your submission reflects sufficient depth, analysis, and critical thinking consistent with a graduate-level business course. Look beyond the words provided in the case to assess what may have led to the situation presented and possible unidentified consequences.
 
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Assignment 1 – Due Today

Assignment 1: Report on Organization (MS PowerPoint Presentation) – Due

Nov 10, 2020 11:59 PMHRMN 395 7381 The Total Rewards Approach to Compensation Management (2208)

Assignment 1: Report on Organization (MS PowerPoint Presentation) (20%) 

This assignment allows you to demonstrate mastery of the course outcomes:

1. Determine core requisite competencies for the organization and differentiate a total rewards program to attract, retain, and motivate employees possessing the organization’s required competencies

In this assignment, you will design and share a MS PowerPoint presentation that describes the organization for which you work, its current and future challenges, its capabilities, and the requisite competencies needed for its success. You will look for and report on examples of the existing total rewards programs to include monetary, non-monetary, and the work environment (including values and culture). The MS PowerPoint presentation will include a report on existing metrics (organizational or HR) if any are present. If citations or Web site materials are used, in-text citations and sources presented on a References page using American Psychological Association (APA) format are expected. This information can be used in the final paper (the final assessment which is a plan to change the organization’s total rewards programs). It is expected that at least three references from the course materials will be used.

At the least, this MS PowerPoint Presentation will include:

1.    Academic Title Slide

2.    Introduction and Purpose for the Paper

3.    Description of the Organization

4.    Capabilities of the Organization and Requisite Competencies of the Employees

5.    Current and Future Challenges

6.    Academic Definition of Total Rewards Programs

7.    Description of Existing Total Rewards Program (Monetary, Non-Monetary and Work Environment)

8.    Existing Metrics that Evaluate the Success of the Total Rewards Program

9.    Conclusions

10.  References Page (With a minimum of three References from course materials)

Required References

https://www.td.org/insights/making-learning-a-key-element-of-a-total-rewards-package

https://digitalcommons.ilr.cornell.edu/cgi/viewcontent.cgi?referer=&httpsredir=1&article=1167&context=student

https://www.gallup.com/workplace/236141/best-employee-perks-questions-ask-first.aspx

https://www.payscale.com/compensation-today/2010/07/compensation-metrics-defined

 
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Manage Workforce Planning

Student Assessment Tasks

BSBHRM513 Manage workforce planning

 

Wall Street College Pty Ltd

ABN No: 42 606 344 905

RTO No: 41294 CRICOS Provider No.: 03601F

Melbourne: Level 4, 20 Queen St, Melbourne, VIC 3000

Phone: +61 3 9629 4770 Email: admissions@wallstreet.edu.au

Hobart: Level 2, 27 Elizabeth St, Hobart, TAS 7000

Phone: +61 3 8648 8556 Email: admissions@wallstreet.edu.au

 

 

BSBWRT301 Write simple documents Student Assessment Tasks

 

WSC V1.0 09-2020 (Review 10-2021) RTOWORKS Quality Solutions

BSBHRM513 Manage workforce planning Student Assessment tasks 2 of 52

 

 

© 2020 RTO Works <RTO Name and ID> Page 1

 

 

Contents

Assessment information 3

Assessment instructions 4

Student assessment agreement 7

Assessment Task 1 Cover Sheet 8

Assessment Task 1: Written questions 9

Assessment Task 1 Instructions as provided to students 11

Assessment Task 1 Checklist 12

Assessment Task 2: Develop a workforce plan project 13

Assessment Task 2 Instructions as provided to students 15

Assessment Task 2 Checklist 18

Assessment Task 3: Diversity objectives implementation project 20

Assessment Task 3 Instructions as provided to students 21

Assessment Task 3 Checklist 23

Assessment Task 4: Workforce planning implementation project 24

Assessment Task 4 Instructions as provided to students 25

Assessment Task 4 Checklist 28

Assessment Task 5: Workforce planning implementation project 29

Assessment Task 5 Instructions as provided to students 31

Assessment Task 5 Checklist 34

Final results record 35

 

Assessment information

The assessment tasks for BSBHRM513 Manage workforce planning are included in this Student Assessment Tasks booklet and outlined in the assessment plan below.

To be assessed as competent for this unit, you must complete all of the assessment tasks satisfactorily.

Assessment plan

Assessment Task Overview
Written questions You must correctly answer all questions.
Develop a workforce plan project You are required to develop a workforce plan for King Edward VII College and meet with stakeholders to seek feedback on the plan, as well as confirm approval.
Implement diversity actions project You are required to implement diversity actions from the workforce plan.
Workforce plan implementation project You are required to identify required competencies for an employee and develop a career development plan as part of implementing a succession planning program. You must also develop a redundancy and redeployment policy and procedure.
Workforce plan review and evaluation briefing report You are required to write a report on a review and evaluation of the workforce plan.

Assessment preparation

Please read through this assessment thoroughly before beginning any tasks. Ask your assessor for clarification if you have any questions.

When you have read and understood this unit’s assessment tasks, print out the Student Assessment Agreement. Fill it out, sign it and hand it to your assessor, who will countersign it and keep it on file.

Keep a copy of all of your work, as the work submitted to your assessor will not be returned to you.

Assessment appeals

If you do not agree with an assessment decision, you can make an assessment appeal as per your RTO’s assessment appeals process.

You have the right to appeal the outcome of assessment decisions if you feel you have been dealt with unfairly or have other appropriate grounds for an appeal.

Assessment instructions

Each assessment task in this booklet consists of the following:

Assessment Task Cover Sheet

This must be filled out, signed and submitted with your assessment responses.

If you are submitting hardcopy, the Assessment Task Cover Sheet should be the first page of each task’s submission.

If you are submitting electronically, print out the Assessment Task Cover Sheet, fill it out, sign it and then scan and submit the file.

The Assessment Task Cover Sheet will be returned to you with the outcome of the assessment, which will be satisfactory (S) or unsatisfactory (U). If your work has been assessed as being not satisfactory, your assessor will include written feedback on the Assessment Task Cover Sheet giving reasons why. Your assessor will also discuss this verbally with you and provide advice on reassessment opportunities as per your RTO’s reassessment policy.

Depending on the task, this may include

resubmitting incorrect answers to questions (such as written questions and case studies)

resubmitting part or all of a project, depending on how the error impacts on the total outcome of the task

redoing a role play after being provided with appropriate feedback about your performance

being observed a second (or third time) undertaking any tasks/activities that were not satisfactorily completed the first time, after being provided with appropriate feedback.

Assessment task information

This gives you:

a summary of the assessment task

information on the resources to be used

submission requirements

resubmission opportunities if required.

Assessment task instructions

This includes questions you will need to answer or tasks that you need to complete.

Your answers must be typed using software as indicated in the assessment task Instructions.

Copy and paste each task’s instructions into a new document and use this as the basis for your assessment task submission. Include this document’s header and footer.

If you are submitting electronically, give the document a file name that includes the information as indicated in the section called ‘Naming electronic documents’ (see below).

 

Naming electronic documents

It is important that you name the documents that you create for this Assessment Task in a logical manner.

Each should include:

Course identification code

Assessment Task number

Document title (if appropriate)

Student name

Date it was created

For example, BSBHRM513 AT2 Workforce Action Plan Joan Smith 20/10/20.

Icons

Icons are used in task instructions to indicate three of the common stages within the task.

This icon indicates that you will need to meet with your assessor (and possibly other students) to complete a meeting or role play.
This icon indicates that you will need to communicate via email or send documents to via email.
This icon indicates that the you will need to submit an item of evidence.
This icon indicates all other stages during the task, which may include research, developing documents, brainstorming ideas and so on.

Additional resources

You will be provided with the following resources before you begin each assessment task.

Assessment Task 2:

· Strategic and Operational Plan

· Workforce Information 2018

· Workforce Action Plan Template

Assessment Task 3:

· Recruitment, Selection and Induction Policy and Procedures

Assessment Task 4:

· Career Development Plan Template

· Role Competencies Statement

 

Assessment Task 5:

· Exit Interview Results

· Focus Group Results

· Workforce Information 2018

· Workforce Information 2019

· Briefing Report Template

Checklist

This will be used by your assessor to mark your assessment. Read through this checklist as part of your preparation before beginning the assessment task. It will give you a good idea of what your assessor will be looking for when marking your responses or observing your performance.

 

Student assessment agreement

Make sure you read through the assessments in this booklet before you fill out and sign the agreement below.

If there is anything that you are unsure of, consult your assessor prior to signing this agreement.

 

Have you read the assessment requirements for this unit? Yes No
Do you understand the requirements of the assessments for this unit? Yes No
Do you agree to the way in which you are being assessed Yes No
Do you have any specific needs that should be considered Yes No
If so, explain these in the space below.    

 

 

Do you understand your rights to reassessment? Yes No
Do you understand your right to appeal the decisions made in an assessment? Yes No
Student name  
Student ID number  
Student signature  
Date  
Assessor name  
Assessor signature  
Date  

 

Assessment Task 1 Cover Sheet

Student declaration

To be filled out and submitted with assessment responses

I declare that this task is all my own work and I have not cheated or plagiarised the work or colluded with any other student(s).

I understand that if I am found to have plagiarised, cheated or colluded, action will be taken against me according to the process explained to me.

I have correctly referenced all resources and reference texts throughout these assessment tasks.

Student name  
Student ID number  
Student signature  
Date  

Assessor declaration

I hereby certify that this student has been assessed by me and that the assessment has been carried out according to the required assessment procedures.

Assessor name  
Assessor signature  
Date  
Assessment outcome S NS DNS Resubmission Y N

Feedback

Student result response

My performance in this assessment task has been discussed and explained to me.

I would like to appeal this assessment decision.

Student signature  
Date  

A copy of this page must be supplied to the office and kept in the student’s file with the evidence.

Assessment Task 1: Written questions

Task summary

This is an open-book test, to be completed in the classroom.

A time limit of 1 hour to answer the questions is provided.

You need to answer all of the written questions correctly.

Your answers must be word processed and sent to the assessor as an email attachment.

Required

Access to textbooks and other learning materials.

Computer with Microsoft Office and internet access.

Timing

Your assessor will advise you of the due date of this assessment.

Submit

Answers to all questions.

Assessment criteria

All questions must be answered correctly in order for you to be assessed as having completed the task satisfactorily.

Resubmission opportunities

You will be provided feedback on your performance by the assessor. The feedback will indicate if you have satisfactorily addressed the requirements of each part of this task.

If any parts of the task are not satisfactorily completed, the assessor will explain why, and provide you with written feedback along with guidance on what you must undertake to demonstrate satisfactory performance. Reassessment attempt(s) will be arranged at a later time and date.

You have the right to appeal the outcome of assessment decisions if you feel you have been dealt with unfairly or have other appropriate grounds for an appeal.

You are encouraged to consult with the assessor prior to attempting this task if you do not understand any part of this task or if you have any learning issues or needs that may hinder you when attempting any part of the assessment.

 

Written answer question guidance

The following written questions use a range of “instructional words” such as “identify” or “explain”, which tell you how you should answer the question. Use the definitions below to assist you to provide the type of response expected.

Note that the following guidance is the minimum level of response required.

Analyse: when a question asks you to analyse something, you should do so in detail, and identify important points and key features. Generally, you are expected to write a response one or two paragraphs long.

Compare: when a question asks you to compare something, you will need to show how two or more things are similar, ensuring that you also indicate the relevance of the consequences. Generally, you are expected to write a response one or two paragraphs long.

Contrast: when a question asks you to contrast something, you will need to show how two or more things are different, ensuring you indicate the relevance or the consequences. Generally, you are expected to write a response one or two paragraphs long.

Describe: when a question asks you to describe something, you should state the most noticeable qualities or features. Generally, you are expected to write a response two or three sentences long.

Discuss: when a question asks you to discuss something, you are required to point out important issues or features and express some form of critical judgement. Generally, you are expected to write a response one or two paragraphs long.

Evaluate: when a question asks you to evaluate something, you should put forward arguments for and against something. Generally, you are expected to write a response one or two paragraphs long.

Examine: when a question asks you to examine something, this is similar to “analyse”, where you should provide a detailed response with key points and features and provide critical analysis. Generally, you are expected to write a response one or two paragraphs long.

Explain: when a question asks you to explain something, you should make clear how or why something happened or the way it is. Generally, you are expected to write a response two or three sentences long.

Identify: when a question asks you to identify something, this means that you are asked to briefly describe the required information. Generally, you are expected to write a response two or three sentences long.

List: when a question asks you to list something, this means that you are asked to briefly state information in a list format.

Outline: when a question asks you to outline something, this means giving only the main points, Generally, you are expected to write a response a few sentences long.

Summarise: when a question asks you to summarise something, this means (like “outline”) only giving the main points. Generally, you are expected to write a response a few sentences long.

 

 

Assessment Task 1 Instructions as provided to students

Provide answers to all of the questions below:

Explain how the ABS Labour Force Survey can be used by an organisation to assist in workforce planning.

Outline the purpose of the Labour Market Information Portal and give two examples of information included in the Portal that can assist with workforce planning.

Explain the purpose of the National Skill Needs List and how it can be used for workforce planning.

Outline the key provisions of the Fair Work Act 2009.

Outline the minimum entitlements of National Employment Standards that have to be provided to all employees.

Explain the purpose of enterprise agreements.

Explain the use of modern awards in workplaces.

Identify at least two examples of modern awards using the Fair Work Ombudsman website. Write down the name of the award and the minimum wages under the award and minimum working hours.

Outline the role of trade unions in the Australian work relations system and indicate whether employees are required to join a union.

Outline the role of the Fair Work Commission in Australia’s national workplace relations system.

List two sources of expert advice that could be used when seeking industrial relations advice. Include the name of the organization and the services they provide.

Describe the purpose of the labour force participation rate and how it can assist in analysing the labour force.

Describe the purpose of the employment to population rate and how it can assist in analysing the labour force.

Outline two commonly used forecasting models that can assist with identifying future workforce needs.

Assessment Task 1 Checklist

Student’s name:
Did the student provide a sufficient and clear answer that addresses the suggested answer for the following? Completed successfully? Comments
  Yes No  
Question 1      
Question 2      
Question 3      
Question 4      
Question 5      
Question 6      
Question 7      
Question 8      
Question 9      
Question 10      
Question 11      
Question 12      
Question 13      
Question 14      
Task outcome: Satisfactory Not satisfactory
Assessor signature:  
Assessor name:  
Date:  

 

 

Assessment Task 2: Develop a workforce plan project

Task summary

This assessment task requires you conduct research and develop a workforce plan for King Edward VII College. You will also be required to communicate the rationale for, as well as objectives of, the plan to the CEO.

This assessment is to be completed in the simulated work environment in the RTO.

Required

· Access to textbooks/other learning materials

· Computer with Microsoft Office and internet access

· Strategic and Operational Plan

· Workforce Information 2018

· Workforce Action Plan Template

· Access to a meeting space and roleplay participant (the assessor)

Timing

Your assessor will advise you of the due date of these submissions.

Submit

· Email with Workforce Action Plan attached

· Email with Revised Workforce Action Plan attached

Assessment criteria

For your performance to be deemed satisfactory in this assessment task, you must satisfactorily address all of the assessment criteria. If part of this task is not satisfactorily completed, you will be asked to complete further assessment to demonstrate competence.

Resubmission opportunities

You will be provided feedback on your performance by the assessor. The feedback will indicate if you have satisfactorily addressed the requirements of each part of this task.

If any parts of the task are not satisfactorily completed, the assessor will explain why, and provide you with written feedback along with guidance on what you must undertake to demonstrate satisfactory performance. Reassessment attempt(s) will be arranged at a later time and date.

You have the right to appeal the outcome of assessment decisions if you feel that you have been dealt with unfairly or have other appropriate grounds for an appeal.

You are encouraged to consult with the assessor prior to attempting this task if you do not understand any part of this task or if you have any learning issues or needs that may hinder you when attempting any part of the assessment.

 

Assessment Task 2 Instructions as provided to students

Complete the following activities:

Carefully read the following scenario.

King Edward VII College was established in 2010. The College is based in the Melbourne CBD and it offers a range of courses in management, marketing, human resources and international business. It currently has around 500 students enrolled across all of its courses.

The College is very popular due to its competitive pricing structure, innovative teaching methods and state of the art facilities.

Due to its success, the College plans to establish two additional campuses, one in Brisbane and one in Sydney. The Brisbane campus will commence in October 2020 and Sydney in early 2021. Campus locations are already in place, with the process being overseen mainly by the CEO and Finance Manager. No staff have been employed as yet, but it is anticipated that each campus will require a receptionist, a student services officer and 4 trainers.

All other staff functions will be completed by existing staff at the Sydney campus until such time as student numbers increase substantially.

It is anticipated that maximum student numbers at the new campuses will be up to 50 students per campus.

The College currently employs 24 staff members. That includes the CEO, a Marketing Manager and a Marketing Assistant, Human Resources Manager, Finance Manager, Administration Manager, Office Assistant, Receptionist, Academic Manager, Student Services Officer and approximately 14 trainers.

Information about the staff, including employment status, age, gender and cultural background is provided in Workforce Information 2018.

All staff are employed via individual contracts, and there is no enterprise agreement in place.

1. Research workforce requirements.

Review the scenario information, as well as the Strategic and Operational Plan and Workforce Information 2018.

Identify sources of information that you can use to research workforce supply in the education sector as in the scenario information and as indicated below.

Make notes in relation to:

· The organisation’s requirements for a skilled and diverse workforce as reflected in its strategic objectives.

· Workforce issues as identified in the Strategic Plan and that must be reflected in workforce objectives.

· Workforce objectives that are required to meet the overall strategic objectives.

· Workforce characteristics of King Edward VII College staff, including employment status, age, gender and culture.

· Assessment of staff turnover rate and whether the rate is acceptable or not.

· Factors affecting workforce supply, including economic conditions, industry trends, skills and labour shortages, unemployment rate and competition for workers. Your analysis should be both general, as well as specific to the education sector within which King Edward VII College operates.

· The industrial relations framework that applies to King Edward VII College workforce.

Your notes should be comprehensive, as you will need to use them to complete the workforce plan template that you have been provided with.

Develop a workforce action plan.

Using your research and the notes that you have made, develop your workforce plan.

The workforce plan that you develop must address:

· Purpose of the workforce plan

· Strategic objectives and key workforce requirements

· External environment analysis to identify external factors that impact on the company and its workforce

· Industrial relations relating to the education and training industry, as well as King Edward VII College

· Analysis of current workforce characteristics and profile using workforce information provided.

· Future workforce needs

· Gap analysis to identify the gaps between future workforce need and existing workers

· Workforce plan objectives, including attracting and retaining skilled staff and workforce diversity and cross-cultural management.

· Key workforce plan issues and actions.

· Communication and consultation strategy to assist with organisational changes.

· Contingency plans so as to ensure that the organization can access skilled labour in the event of unplanned events.

Use the Workforce Action Plan Template to guide your work.

Send an email to the CEO (your assessor).

The text of the email should be in grammatically correct English, written in an appropriate (polite, business-like) style.

It should introduce and summarise the contents of the attachment, seek their feedback and for the place, date and time of a meeting to discuss it.

Attach your workforce action plan to the email.

Meet with the CEO to establish agreement on workforce action plan.

This part of the assessment requires you to meet with the CEO (roleplayed by your assessor) to discuss the workforce plan you have developed and seek their input.

Print off a copy of your workforce action plan to take with you to the meeting.

Take notes on the CEO’s feedback, as you will be expected to update your action plan with this in the next activity.

Before concluding the meeting, ensure that you have the CEO’s approval and endorsement of your plan.

You should gain their agreement and support for the plan’s objectives and proposed performance indicators.

During the meeting, demonstrate effective communication skills including:

· Speaking clearly and concisely

· Using non-verbal communication to assist with understanding

· Asking questions to identify required information

· Responding to questions as required

· Using active listening techniques to confirm understanding

Revise the Workforce Action Plan.

Update your Workforce Action Plan, incorporating the CEO’s feedback from the meeting.

Name this document Revised Workforce Action Plan.

Send an email to the CEO (your assessor).

The text of the email should be in grammatically correct English, written in an appropriate (polite, business-like) style.

It should introduce and summarise the meeting and the contents of the attachment, and seek their approval.

Attach your revised workforce action plan to the email.

Send an email to all staff (your assessor).

The final part of the assessment requires to you send your final Workforce Action Plan to the CEO and to all staff. Assume that this is part of your strategy to assisting staff to deal with organisational change so you should ensure that you clearly communicate the benefits of the Workforce Action Plan and summarise changes that will occur.

The text of the email should be in grammatically correct English, written in an appropriate (polite, business-like) style.

Attach your Final Workforce Action Plan to the email.

 

 

 

 

 

Assessment Task 2 Checklist

Student’s name:
Did the student: Completed successfully? Comments
  Yes No  
Analyse King Edward VII’s requirements for a skilled and diverse workforce through a review of the Strategic Plan and scenario information?      
Analyse workforce information to identify staff turnover and demographics including age, gender, employment status and cultural background?      
Identify and assess external factors for their influence on workforce supply for King Edward VII College?      
Develop workforce objectives and strategies that align with strategic objectives and address attracting and retaining a skilled workforce, including addressing staff turnover.      
Develop workforce objectives and strategies that align with strategic objectives and address workforce diversity and cross-cultural management.      
Develop performance indicators for workforce plan actions?      
Develop strategies to assist staff to deal with organisational change?      
Develop and document contingency plans?      
During the meeting, demonstrate effective communication skills including:

· Speaking clearly and concisely

· Using non-verbal communication to assist with understanding

· Asking questions to identify required information

· Responding to questions as required

· Using active listening techniques to confirm understanding

     
Confirm support for workforce plan including objectives and targets?      
Implement strategies to assist staff to deal with organisational change?      
Task outcome: Satisfactory Not satisfactory
Assessor signature:  
Assessor name:  
Date:  

 

 

Assessment Task 3: Diversity objectives implementation project

Task summary

In this assessment task, you are required to review initiatives in the Workforce Plan for King Edward VII College relating to recruitment and diversity. You will also assist the College in being recognized as an employer of choice, and implement the required actions.

This assessment is to be completed in the simulated work environment in the RTO.

Required

· Access to textbooks/other learning materials

· Computer with Microsoft Office and internet access

· Recruitment, Selection and Induction Policy and Procedure

Timing

Your assessor will advise you of the due date of these submissions.

Submit

· Email with updated Recruitment, Selection and Induction Policy and Procedures

· Email with Diversity Calendar

Assessment criteria

For your performance to be deemed satisfactory in this assessment task, you must satisfactorily address all of the assessment criteria. If part of this task is not satisfactorily completed, you will be asked to complete further assessment to demonstrate competence.

Resubmission opportunities

You will be provided feedback on your performance by the assessor. The feedback will indicate if you have satisfactorily addressed the requirements of each part of this task.

If any parts of the task are not satisfactorily completed, the assessor will explain why, and provide you written feedback along with guidance on what you must undertake to demonstrate satisfactory performance. Reassessment attempt(s) will be arranged at a later time and date.

You have the right to appeal the outcome of assessment decisions if you feel that you have been dealt with unfairly or have other appropriate grounds for an appeal.

You are encouraged to consult with the assessor prior to attempting this task if you do not understand any part of this task or if you have any learning issues or needs that may hinder you when attempting any part of the assessment.

 

Assessment Task 3 Instructions as provided to students

Complete the following activities:

Review the following information from the King Edward VII College Workforce Plan:

Issue/need Action Outcomes Resources Timelines
Attract and retain a diverse workforce/be known as an employer of choice regarding diversity Update recruitment, selection and induction procedures to increase diversity of employees Organisational capacity to fill vacancies Human resources End 2020
Acknowledging and celebrating calendar days that relate to workplace diversity Develop a calendar of events Various important dates and cultural events are advertised and celebrated Human resources End 2020

 

1. Update Recruitment, Selection and Induction Policy and Procedures to increase diversity.

Review the scenario information above, as well as the Recruitment, Selection and Induction Policy and Procedures for King Edward VII College.

Use the internet to research best practice for increasing diversity through improved recruitment and selection practices.

Update the recruitment, selection and induction policy and procedure to reflect best practice procedures for increasing diversity in recruitment and selection.

Send an email to the CEO (your assessor).

The text of the email should be in grammatically correct English, written in an appropriate (polite, business-like) style.

It should introduce and summarise the contents of the attachment.

The email text should outline the importance of diversity in recruitment and selection as well as key changes that you have made to the Policy and Procedures.

Attach your Updated Recruitment, Selection and Induction Policy and Procedures to the email.

Develop a diversity calendar for 2020.

Review the scenario information above.

Research important dates for diversity and cultural events occurring in 2020 in Sydney.

Identify at least 6 important dates and develop a calendar of events. For each event, identify how the College will celebrate that day or event.

Your calendar may be developed in any format, as long as it addresses the above content requirements.

Send an email to King Edward VII College staff (your assessor).

The text of the email should be in grammatically correct English, written in an appropriate (polite, business-like) style.

It should introduce and summarise the contents of the attachment.

The email text should explain the purpose of the calendar and advising staff to note the dates in their calendar.

Attach your diversity calendar to the email.

 

Assessment Task 3 Checklist

Student’s name:
Did the student: Completed successfully? Comments
  Yes No  
Implement workforce planning initiatives to attract and retain a diverse workforce?      
Review workforce plan requirements to support the attraction and retention a diverse workforce?      
Research and develop required documentation?      
Share information with staff and to assist with dealing with organisational change because of the introduction of diversity initiatives?      
Task outcome: Satisfactory Not satisfactory
Assessor signature:  
Assessor name:  
Date:  

 

 

Assessment Task 4: Workforce planning implementation project

Task summary

In this assessment task, you are required to implement a number of actions from the Workforce Plan for King Edward VII College to assist in meeting agreed objectives for training, redeployment and redundancy, as well as succession planning and being an employer of choice.

This assessment is to be completed in the simulated work environment in the RTO.

Required

Access to textbooks/other learning materials

Computer with Microsoft Office and internet access

Career Development Plan Template

Role Competencies Statement

Timing

Your assessor will advise you of the due date of these submissions.

Submit

· Email with Career Development Plan, Mentoring Guide and Redundancy and Redeployment Policy and Procedures attached.

Assessment criteria

For your performance to be deemed satisfactory in this assessment task, you must satisfactorily address all of the assessment criteria. If part of this task is not satisfactorily completed, you will be asked to complete further assessment to demonstrate competence.

Resubmission opportunities

You will be provided feedback on your performance by the assessor. The feedback will indicate if you have satisfactorily addressed the requirements of each part of this task.

If any parts of the task are not satisfactorily completed, the assessor will explain why, and provide you written feedback along with guidance on what you must undertake to demonstrate satisfactory performance. Reassessment attempt(s) will be arranged at a later time and date.

You have the right to appeal the outcome of assessment decisions if you feel that you have been dealt with unfairly or have other appropriate grounds for an appeal.

You are encouraged to consult with the assessor prior to attempting this task if you do not understand any part of this task or if you have any learning issues or needs that may hinder you when attempting any part of the assessment..

Assessment Task 4 Instructions as provided to students

Complete the following activities:

Review the following information from the King Edward VII College Workforce Plan:

Issue/need Action Outcomes Resources Timelines
Ageing workforce, general attrition Succession planning to ensure that key roles are identified.

Nominate internal candidates who can fill the roles.

Develop a training plan for identified individuals.

Organisational capacity to fill vacancies as they arise Human resources End 2020
No formal policies and procedures in place for retirement and redeployment. Develop a retirement and redeployment policy Formal processes in place for retirement and redeployment Human resources End 2020

 

 

Carefully read the following:

It has been identified that a critical position within the College is the Human Resources Manager. That means that if this position is vacant, it would have a significant impact on the organisation. While it has been identified that there is no shortage of Human Resources professionals, it is considered that the specialized nature of human resources within the College means it would be preferable to develop the talent from within.

A current employee, Jackie Smith, has been identified as an employee with potential for the role. Jackie has recently returned to the workforce and is working in an administration role. However, prior to leaving the workforce to bring up her children, Jackie was working in a human resources officer role. Jackie applied for the administration position as she only wanted to work part-time. However, it has been identified over time that Jackie may like to move into a full-time position, and it has identified that she has the potential to do this.

Jackie has recently completed a self-assessment against a Role Competencies Statement in order to identify areas that she would need to develop in.

1. Implement succession planning program.

Review the Role Competencies Statement.

Develop a career development plan for Jackie using the Career Development Plan Template.

The opportunities that you identify for Jackie should include a range of opportunities, including job assignments that develop a candidate’s competencies, coaching and mentoring and formal training.

The career development plan you develop should include at least six opportunities to be completed over the upcoming 12 months.

1. Implement a mentoring program.

Assume that the CEO has been communicating with you while you have been preparing Jackie’s Career Development Plan. He has advised that he believes the best way of implementing succession planning is to set up a mentoring program.

Therefore he has asked that you develop a Mentoring Guide to guide mentoring in the organisation.

Your Mentoring Guide must including information about key aspects of mentoring such as the purpose of mentoring, the mentor’s role and do’s and don’ts, how to establish a successful relationship, the mentoring process including scheduling meetings. As a guide your Mentoring Guide should be 6 – 8 pages and can include diagrams

Once you have finalised these documents, proceed with implementing the system by advising via email all staff of the planned mentoring arrangements, summarising the information from the document you have developed.

 

 

 

 

 

 

 

Develop redundancy and redeployment policy and procedures.

Assume that it has been identified that there is no formal process in place within King Edward VII College for redundancy and deployment. Previously, redundancies or redeployments have not been identified as issues in the workforce plan, but now a formal process is required.

Develop King Edward VII redundancy and redeployment policy and procedures that include:

· Introduction

· Aim of policy

· Key principles

· Definitions of redeployment and redundancy

· Redeployment procedure

· Redundancy procedure, including entitlements as per the Fair Work Act

Use the Redundancy and Redeployment Policy and Procedures Template to guide your work.

Send an email to your assessor.

The text of the email should be in grammatically correct English, written in an appropriate (polite, business-like) style.

It should introduce and summarise the contents of the attachments.

Attach your career development plan, and your redundancy and redeployment policy and procedures to the email.

 

Assessment Task 4 Checklist

Student’s name:
Did the student: Completed successfully? Comments
  Yes No  
Implement a succession planning program?      
Identify gaps in a candidate’s skills, knowledge and experience against the job role?      
Identify relevant learning and development opportunities and documenting in a career development plan?      
Implement actions to meet the objectives for redundancy and redeployment?      
Task outcome: Satisfactory Not satisfactory
Assessor signature:  
Assessor name:  
Date:  

 

 

Assessment Task 5: Workforce planning implementation project

Task summary

This assessment task requires you, in the role of Human Resources Manager for King Edward VII College to review the workforce plan, as well as evaluate workforce trends.

This assessment is to be completed in the simulated work environment in the RTO.

Required

· Access to textbooks/other learning materials

· Computer and Microsoft Office

· Access to the internet

· Workforce Information 2018

· Workforce Information 2019

· Briefing Report Template

· Focus Group Results

· Exit Interview Results

Timing

Your assessor will advise you of the due date of these submissions.

Submit

· Email with organisational climate survey attached

· Email with completed Workforce plan review and evaluation report attached

Assessment criteria

For your performance to be deemed satisfactory in this assessment task, you must satisfactorily address all of the assessment criteria. If part of this task is not satisfactorily completed, you will be asked to complete further assessment to demonstrate competence.

Resubmission opportunities

You will be provided feedback on your performance by the assessor. The feedback will indicate if you have satisfactorily addressed the requirements of each part of this task.

If any parts of the task are not satisfactorily completed, the assessor will explain why, and provide you written feedback along with guidance on what you must undertake to demonstrate satisfactory performance. Reassessment attempt(s) will be arranged at a later time and date.

You have the right to appeal the outcome of assessment decisions if you feel that you have been dealt with unfairly or have other appropriate grounds for an appeal.

You are encouraged to consult with the assessor prior to attempting this task if you do not understand any part of this task or if you have any learning issues or needs that may hinder you when attempting any part of the assessment.

 

Assessment Task 5 Instructions as provided to students

Complete the following activities:

 

Assume the following objectives for the workforce plan:

Issue/need Action Outcomes Resources Timelines
High staff turnover within the first six months of employment Develop a strong orientation and induction program that supports and develops new staff.

Appoint mentors to support new staff.

Turnover reduced by at least 10% in the first year. Human resources End 2020
Building internal capacity through a strong learning program Identify professional development needs of each staff member and implement a formal program of professional development. Turnover reduced by at least 10% in the first year.

 

Employee satisfaction with professional development

Human resources End 2020
Increase diversity within the workforce Identify diverse media networks where positions can be advertised.

 

Explore options for flexible working arrangements.

Increase the number of females in the organisation by 20%. Human resources End July 2020

 

 

1. Develop a survey.

Assume that, as part of the monitoring strategies that have been implemented as part of the workforce plan in the scenario, you are required to develop an organisational climate survey. While the organisational climate survey is designed to seek feedback in relation to the new initiatives outlined in the workforce plan, the intention is to also gain feedback on overall employee satisfaction to assist with future workforce planning initiatives.

Design a survey using SurveyMonkey that:

· Includes at least 12 questions about general satisfaction with the workplace.

· Includes at least eight questions about satisfaction with new initiatives.

· allows employees to provide an answer based on a five-point scale.

You may use the following link to assist you in designing your questionnaire:

http://workplaceinfo.com.au/hr-management/communication-in-the-workplace/climate-surveys

Send an email to all staff (your assessor).

The text of the email should be in grammatically correct English, written in an appropriate (polite, business-like) style.

It should introduce and outline the purpose of the survey, give the link to the survey and give an appropriate deadline for completing it.

Develop a workforce plan review and evaluation briefing report.

You are required to develop a workforce plan review and evaluation report.

Your assessor will provide you with a template to use.

Your report should be written in clear and concise English and address the following components:

· An analysis of workforce information data

Review the workforce information for King Edward VII 2018 provided to you already and compare it to the 2019 data just received to identify:

· Current staff turnover rate

· Workforce characteristics, including age, gender and cultural background.

· Comparison with 2019 data to identify changes and to assess performance against 2018 data.

· A review of external trends

Using the Labour Market Information Portal, review current employment projections for Australia, as well as for the Australian education and training sector.

Based on your review of the data, identify labour supply trends and areas of undersupply or oversupply relevant to the College and the likely impact of these trends on the demand for labour in relation to the College’s workforce.

· A review of government policy

Identify at least two government policy initiatives that affect labour demand and supply. Outline each of the policy initiatives that you have identified and how it affects labour demand and supply.

· An analysis of focus group results.

Assume that, in addition to the survey you developed, you have already conducted a focus group to determine employee’s satisfaction. Review all of the comments from the focus group and comment on overall employee satisfaction, as well as areas of need that should be considered as part of an ongoing review of workforce planning objectives.

· Analysis of exit interviews.

Review all of the comments from the exit interviews and comment on reasons for leaving and that should be considered as part of an ongoing review of workforce planning objectives.

· Effectiveness of the workforce plan

Based on your analysis above, evaluate the effectiveness of the workforce plan in terms of the objectives specified in the scenario information.

Identify changes required to objectives and document at least two new objectives and actions for the upcoming year.

Send an email to all staff (your assessor).

The text of the email should be in grammatically correct English, written in an appropriate (polite, business-like) style.

It should introduce and a brief outline of the purpose of the report.

Attach your briefing report to the email.

 

Assessment Task 5 Checklist

Student’s name:
Did the student: Completed successfully? Comments
  Yes No  
Analyse updated workforce information against previous year to determine changes in existing employees and workforce?      
Analyse labour supply trends and comment on areas of undersupply or oversupply as relevant to the College?      
Analyse labour trends on demand for labour and their impact on King Edward VII College?      
Review government policy and its impact on labour demand and supply and take into account in identifying changes to workforce plans?      
Evaluate the effectiveness of workforce plan objectives as evidenced by the analysis of employee and workforce changes?      
Recommend revised objectives and strategies based on analysis of all data and external environment and government policies?      
Task outcome: Satisfactory Not satisfactory
Assessor signature:  
Assessor name:  
Date:  

 

 

Final results record

Student name:  
Assessor name:  
Date  

Final assessment results

Task Type Result
    Satisfactory Unsatisfactory Did not submit
Assessment Task 1 Written questions S U DNS
Assessment Task 2 Develop a workforce plan project S U DNS
Assessment Task 3 Diversity objectives implementation project S U DNS
Assessment Task 4 Workforce plan implementation project S U DNS
Assessment Task 5 Workforce plan review and evaluation briefing report S U DNS
Overall unit results   C NYC  

Feedback

 

 

· My performance in this unit has been discussed and explained to me.

· I would like to appeal this assessment decision.

 

Student signature: Date:

 

· I hereby certify that this student has been assessed by me and that the assessment has been carried out according to the required assessment procedures.

 

Assessor signature: Date:

WSC V1.0 09-2020 (Review 10-2021) RTOWORKS Quality Solutions BSBHRM513 Manage workforce planning Student Assessment tasks 2 of 52
 
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Human Relations

Healthcare Marketing

Module ONE Overview

 

Welcome to Healthcare Marketing! In this course, we will explore key marketing principles as they uniquely apply to healthcare management. Throughout the course, you will be provided with the opportunity to engage in the marketing process by establishing marketing objectives, analyzing the market environment, and developing promotions that will effectively market a healthcare product or service.

We begin the course by introducing basic marketing concepts. In this module, you will define key terms and concepts that form the foundation of marketing and will review their application to healthcare. Marketing functions, techniques, and approaches are described as we consider the challenges of adapting traditional marketing concepts to healthcare. Module One establishes a basic understanding as we prepare to expand upon these ideas in future modules.

As a healthcare marketing professional or healthcare manager, you will be expected to support your organization’s marketing efforts. In Module One, you are introduced to marketing planning, which uses a systematic process for promoting an organization, a product, a service, or a program. Marketing planning may be used for a short-term promotional project or may be a component of a long-term strategic plan. Whatever the scope and purpose, a plan should be in place before any marketing activities begin. Throughout this course, you will gain experience with all phases of marketing planning by developing a strategic marketing proposal.

 

 

 

 

1-1 Discussion: Introduction to Healthcare Marketing

Discussion Topic

In this discussion, you will have the opportunity to explore marketing strategies that are specific to healthcare. To begin, introduce yourself to your classmates and instructor. Briefly discuss your background, describe your professional goals, explain what you hope to gain from this course, and share what you enjoy doing in your free time.

Then, read Case Study 2.1 in Chapter 2 of your textbook and reflect on what you know about marketing and the concepts presented in the module in responding.

RMC deemed the campaign a success but was not able to specifically determine which promotional techniques had the most impact. To continue your initial post, discuss what you think prompted RMC to invest the time and resources to develop and promote this service line. From among the marketing techniques employed, which do you think would have been most effective in reaching the target population? Support your response by citing fundamental marketing concepts presented in your assigned readings.

(This is response post will send the posts)

In your response posts, respond to peers who selected a different marketing technique than you did in your initial post. Explain why you think the technique you selected in your initial post was more effective in reaching the target audience. Or describe how your peers’ posts helped you to understand how a different technique might be more effective.)

 

 

 

Example of a peer’s post

I believe RMC saw that the baby boomers were going to be needing support as they aged and they took the opportunity to provide that. RMC used direct marketing to start by using the mailing lists and mailing collateral material to those aged 50-65 to let them know if their new services. RMC eventually used social marketing and media marketing to get the word out to not just those aged 50-65 but to those individuals that may be making healthcare decisions for their loved ones that fall in that age group. I feel that the mixture of marketing techniques is what made RMC’s campaign so successful.

 

 

 

HERE IS THE CASE STUDY

CASE STUDY 2.1

Capturing the “Older Adult” Market

Many healthcare organizations came to see the aging of the baby boom generation as an opportunity to expand their services. Regional Medical Center (RMC, a fictional organization on which this case study is based) responded to this opportunity by establishing a service line devoted to older adults. The intent was to capture the business—and the loyalty—of this large, relatively affluent, and increasingly needy segment of the population. The service line was designed to meet the emerging needs of this population for specialty services such as cardiology, orthopedics, ophthalmology, and urology in a way that would be appealing to this relatively demanding consumer segment.

Because this service was considered innovative in the community served by RMC, an aggressive promotional campaign was undertaken. RMC’s marketing department considered a wide range of marketing options and decided on a multipronged campaign to approach the target population from a variety of directions. The first phase of the promotional campaign focused on internal marketing. It was important that RMC’s employees be familiar with this new program and be able to articulate its merits to potential customers. Many of the customers for the new program were likely to be existing patients of RMC.

Well before the new program was scheduled to open for enrollment, an aggressive PR campaign was initiated. Press releases were distributed, articles were prepared for local publications and professional journals, and celebrity spokespeople were lined up. Simple yet attractive  collateral materials  (e.g., business cards, letterhead, envelopes, brochures) were developed for distribution to prospective customers and to referral agents who might channel customers to RMC. Information was distributed to providers and organizations that might serve other needs of the target population, and the community’s major insurance plans were made aware of the new program and its benefits. Tours of the facility housing the new program were provided to key constituents (e.g., referring physicians and health plan representatives), and open houses were scheduled for both medical professionals and the general public.

The marketing initiative also involved direct solicitation of members of the target population. RMC extracted data from its internal database on existing customers and purchased mailing lists of households that included members aged 50 to 65. Using the findings from previous research on the “buttons to push” in this age cohort, marketing staff prepared materials that would appeal to the particular needs of older adults. The address lists were then used to mail materials directly to targeted individuals.

While RMC did not want to rely on expensive media advertising for attracting customers, its marketers felt that some media presence was necessary—not only to attract customers who might be missed through the direct mail campaign but also to make the general public aware of this new program. In some cases, other family members might be making decisions for the older adult population, and awareness of this program on the part of the general public was considered important. After careful research on the communication attributes of family caregivers, a series of newspaper, radio, and television advertisements were produced. These advertisements were placed in the sections of the local newspaper that members of this age group read, aired on the radio stations they preferred, and presented on the television channels they viewed most often. For the electronic media, particular attention was paid to the time of day and day of the week members of the target population were expected to be engaged.

The success of RMC’s new older adult service line during the first year exceeded the expectations of the organization’s administrators. While it was difficult to determine which of the promotional techniques used had the most impact on the program’s early success, the marketing staff concluded, on the basis of its evaluation of the campaign, that it was the integrated approach—a variety of coordinated activities—that led to the successful program launch.

CASE STUDY DISCUSSION QUESTIONS

1.Why did RMC think that older adults presented enough of a market opportunity to establish an entirely new program?

2.What information did RMC need to gather about this target population before the program could be established?

3.What information did RMC need to gather about this target population before the marketing campaign could be planned?

4.What were the different paths through which RMC attempted to reach the target audience?

5.Which marketing techniques did RMC use to reach the target population?

6.Why was internal marketing an important first step in marketing this new program?

 
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HR Related MCQs Exam

(1) A concern about political correctness is that it often leads to

 

A. creating too many categories of people.

B. blandness and imprecision in language.

C. making many people feel inferior.

D. conflict between majority- and minority-group members.
(2) According to the triarchic theory of intelligence, a person with good street smarts would be strong in the ____________ subtype of intelligence.

 

A. analytical

B. practical

C. creative

D. multiple
(3) A person with a high degree of self-management can readily

 

A. react with appropriate anger to situations.

B. develop passion about the work he or she is performing.

C. respond to the unspoken feelings of others.

D. understand his or her own moods.
(4) Tony rates high on positive affectivity. He is likely to be a(n)

 

A. risk taker and thrill seeker.

B. pessimist.

C. optimist.

D. emotionally unstable.
(5) An example of a cultural blooper would be for an American to

 

A. pressure an Asian job applicant to brag about personal accomplishments.

B. deemphasize organizational rank when conducting business in Scandinavia.

C. upon first contact, address a French executive by title and last name.

D. give a small gift to a Japanese business associate.

 

 

(6) Which of the following is not an aspect of cultural intelligence?

 

A. personality (the psychological)

B. cognitive (the head)

C. emotional/motivational (the heart)

D. the body (physical)

(7) When dealing with a person who is open to experience, it would be effective for you to

 

A. appeal to the person’s intellect.

B. avoid presenting fresh information to him or her.

C. avoid talking about cultural trends.

D. talk about traditional approaches to solving problems.

(8) Larry wants to be politically correct, so when introducing Janis Stewart, the vice president of marketing in his company, to friends at a party, he says, “I would like you to meet Janis Stewart,

 

A. our woman vice president of marketing.”

B. the highest placed girl in our company.”

C. one of the best female minds in marketing.”

D. our vice president of marketing.”

(9) A conclusion based on many studies found that there was a tendency for relations-oriented diversity (such as race and gender) to lead to high performance in

 

A. mills and mines.

B. prison settings.

C. manufacturing settings.

D. service industry settings.
(10) Cultural fluency includes

 

A. using a computer program to translate from one language into another.

B. wearing latex gloves to avoid germs when visiting other countries.

C. getting homesick on long visits overseas.

D. knowledge of the international business environment

(11) The term individual differences refers to the fact that

 

A. members of the same group behave approximately the same.

B. members of the same group often behave quite differently.

C. many individuals have personality problems.

D. many individuals have intellectual problems.

(12) Jason scores high on the personality trait, openness. He most likely is

 

A. well developed intellectually.

B. conscientious only on the job.

C. disagreeable in many situations.

D. emotionally unstable.
(13) A major aspect of cultural sensitivity is a willingness to investigate

 

A. the reasons why people from another culture act as they do.

B. why one dislikes people from another culture.

C. opportunities for overseas work.

D. opportunities for overseas travel

(14) Manfred was raised in a culture with a strong value of social support seeking, so on the job he is likely to

 

A. ask for help and comfort when facing a difficult problem.

B. take members of the custodial staff to lunch.

C. be persistent in asking for salary increases.

D. avoid assignments that would require him to work on weekends.
(15) A recommended tactic for overcoming cross-cultural communication barriers would be to

 

A. use the same nonverbal communication behaviors from one culture to another.

B. make extensive use of idioms and figures of speech.

C. use complicated language to capture the attention of the person from another culture.

D. be sensitive to differences in nonverbal communication.
(16) The results of research studies suggests that employees the most likely to quit their job tend to be

 

A. high on consciousness.

B. high on agreeableness.

C. low on openness to experience.

D. low on emotional stability.

(17) The theory of multiple intelligences contends that people possess

 

A. various ways of multiplying their intelligences.

B. two different types of intelligences, or faculties, in different degrees.

C. eight different intelligences, or faculties, in different degrees.

D. an almost unlimited number of intelligences.
(18) In cross-cultural relations, being attentive to individual differences in appearance helps overcome the problem of

 

A. confusing the identity of people from the same racial or ethnic group.

B. being politically correct.

C. appearing cold and distant to people from a different culture.

D. being too informal toward people of another culture.
(19) Being a little pessimistic will often help job performance when

 

A. worrying about negative outcomes is irrelevant.

B. positive interactions with work associates is essential.

C. prevention of problems is an asset.

D. being outgoing with people is a major part of the job.
(20) A contributing factor to the increased profits associated with diversity is that

 

A. cultural diversity is used to justify lower wages.

B. the workforce is similar to the customer base in appearance and customs.

C. the conflict associated with diversity leads to better product decisions.

D. customers are usually willing pay higher prices to companies with a diverse workforce

Set 2

1- A recommendation for improving listening skills is to

 

A. judge delivery, not content.

B. restate what you hear.

C. let listening come more naturally.

D. listen for facts.
2- Multitasking in the presence of another person or persons can result in a positive display of interpersonal skills when the

 

A. parties are of equal rank in the organization.

B. parties are of unequal rank in the organization.

C. parties are working close to each other physically.

D. purpose of the multitasking is to engage in joint problem solving.
3- To become a persuasive communicator,

 

A. be adamant about selling your proposal.

B. speak in the second person.

C. do not listen to people’s objections.

D. establish a yes pattern at the outset
4- The purpose of nonverbal communication is to

 

A. convey the feeling behind the message.

B. clarify the spoken word.

C. repeat the spoken word.

D. prevent the spoken word from being interpreted too literally.
5- Supervisor Barney often consults his BlackBerry while coaching people in his department. Most employees are likely to think that Barney

 

A. cares about them enough to electronically record their conversation.

B. is on the fast track to the executive suite.

C. dislikes being a supervisor.

D. does not think they are very important.

 

6- When in a vehicle with a coworker during working hours and you are driving, a positive interpersonal skill would be to

 

A. avoid using your cell phone for calls or text messaging.

B. send the person with you a text message, just for fun.

C. make repeated calls, using hands-free equipment.

D. use your cell phone just when you have stopped your vehicle for a red light or stop sign.
7- To get a quick read, based on nonverbal cues, of a person’s happiness, look carefully at his or her

 

A. hand gestures.

B. communication setting.

C. face.

D. physical distance from you.
8- Your manager discusses your job performance with you. She says, “Could you summarize for me what I’ve told you?” Your manager is attempting to overcome communication barriers by the method of

 

A. asking for feedback.

B. appealing to human motivation.

C. being a positive person.

D. using multiple channels.
9- When you neatly organize your work area to appear efficient, you are using the form of nonverbal communication called

 

A. personal space.

B. public distance. .

C. environment or setting.

D. work signals.
10- Should you have to take a cellphone call while interacting with a work associate, it is recommended that you

 

A. take the call on the spot to avoid wasting time.

B. move about fifteen feet away to take the call.

C. use the speakerphone function so your work associate will understand the importance of the call.

D. invite your work associate to speak to the caller.
11- A recommended technique for dealing with a stressful conversation is to

 

A. rehearse in advance what you intend to say.

B. use intimidation tactics during the conversation.

C. hold the conversation on Monday.

D. hold the conversation on Friday
12- Which of the following is not a recommended technique of participating in a webcam interview?

 

A. Create an uncluttered area around your computer.

B. Place a bright light behind your back.

C. Dress as if you were having an in-person interview.

D. Place your face about six inches from the computer screen.
13- A recommended way of demonstrating positive interpersonal skills through social networking is to

 

A. avoid embarrassing people by complimenting them on social networking sites.

B. post well-deserved criticisms of your employer

C. substitute online contact for almost all face-to-face contact.

D. establish meaningful contact with coworkers far and wide.
14- The aspect of nonverbal communication offering the clearest indication of interpersonal attitudes is

 

A. facial expressions.

B. gestures.

C. interpersonal distance.

D. posture.
15- To help overcome communication barriers, after you receive a message,

 

A. check for the feelings related to the message.

B. take the message at face value to avoid communicating distrust.

C. ask the sender to repeat the message twice.

D. immediately respond, “Are you telling me the truth?”

 

16- With respect to taking medical or legal calls in the office on your cellphone,

 

A. keep your cell phone at hand so you can take the call immediately.

B. take the call, but act as if you are angry because your work is interrupted.

C. advise work associates in advance that you might be receiving such a call.

D. politely tell your work associates to stop talking so you can better hear this important call.
17- Which of the following characteristics of a message is the least likely to encounter barriers?

 

A. factual

B. complex

C. emotionally arousing

D. clashes with the receiver’s mental set
18- Which of the following is the least likely to contribute to persuasive communication?

 

A. keeping your pitch about the same at the start and finish of a sentence

B. backing up conclusions with data

C. focusing on the screen rather than the audience during a slide presentation

D. getting a yes response early on
19- A recommended way of demonstrating positive interpersonal skills through social networking is to

 

A. invite anybody you can find to be a friend or follower.

B. show loyalty by making gracious comments about your employer.

C. lower your level of writing skills to that of the silliest bloggers.

D. blitz managers in the company with flattering messages.
20- A major problem with accessing social networking sites for nonbusiness matters during working hours is that it will often be interpreted as a(n)

 

A. overemphasis on technical skill in contrast to interpersonal skill.

B. desire to be fired.

C. sign of insensitivity and immaturity.

D. unsuccessful attempt at attaining a work and personal life balance.

 
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Agents

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Chapter Fifteen Organizational Change

Facebook has a distinctive organizational culture and, in spite of its exponential growth, has discovered ways to maintain and perhaps even strengthen that culture throughout its global offices. Organizational culture consists of the values and assumptions shared within an organization.2 It defines what is important and unimportant in the company and consequently directs everyone in the organization toward the “right way” of doing things. You might think of organizational culture as the company’s DNA; it’s invisible to the naked eye, yet provides a powerful template that shapes what happens in the workplace.

This chapter begins by identifying the elements of organizational culture and then describing how culture is deciphered through artifacts. This is followed by a discussion of the relationship between organizational culture and performance, including the effects of cultural strength, fit, and adaptability. We then turn our attention to the challenges of and solutions to merging organizational cultures. The latter part of this chapter examines ways to change and strengthen organizational culture, including a closer look at the related topic of organizational socialization.

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Chapter Fourteen Organizational Culture

Elements of Organizational Culture

 

As its definition states, organizational culture consists of shared values and assumptions. Exhibit 14.1 illustrates how these shared values and assumptions relate to one another and are associated with artifacts, discussed later in this chapter. Values are stable, evaluative beliefs that guide our preferences for outcomes or courses of action in a variety of situations (see Chapters 1 and 2).3 They are conscious perceptions about what is good or bad, right or wrong. In the context of organizational culture, values are discussed as shared values, which are values that people within the organization or work unit have in common and place near the top of their hierarchy of values.4 At Facebook, most employees embrace the shared values of making a difference (focus on impact), taking risks (be bold), and being entrepreneurial (moving fast).

Organizational culture also consists of shared assumptions—a deeper element that some experts believe is the essence of corporate culture. Shared assumptions are nonconscious, taken-for-granted perceptions or ideal prototypes of behavior that are considered the correct way to think and act toward problems and opportunities. Shared assumptions are so deeply ingrained that you probably wouldn’t discover them by surveying employees. Only by observing employees, analyzing their decisions, and debriefing them on their actions would these assumptions rise to the surface.

It has become a popular practice for leaders to identify and publicly state their organization’s shared values. Online retailer Zappos lists 10 core values, such as “Deliver WOW through Service,” “Embrace and Drive Change,” and “Create Fun and A Little Weirdness.” Gap Adventures, the Toronto-based outdoor adventure company, describes its five values: We love changing people’s lives, embrace the bizarre, lead with service, do the right thing, and create happiness and community.5

Do these values really represent the cultural content of Zappos and Gap Adventures? Very probably in the case of these two organizations, because their cultures are well known and deeply entrenched. However, the values statements of many organizations do not necessarily reflect the values that are widely shared and practiced in the organization. This distinction occurs because corporate leaders typically describe espoused values—the values that they want others to believe guide the organization’s decisions and actions.6 Espoused values are usually socially desirable, so they present a positive public image. Even if top management acts consistently with the espoused values, lower-level employees might not do so. Employees bring diverse personal values to the organization, some of which might conflict with the organization’s espoused values.

Organizational culture is not represented by espoused values. Instead, it consists of shared enacted values—the values that most leaders and employees truly rely on to guide their decisions and behavior. These “values-in-use” are apparent by watching executives

EXHIBIT 14.1 Organizational Culture Assumptions, Values, and Artifacts

Artifacts of organizational culture

Physical structures

Language

( Rituals and )

organizational culture

The values and assumptions shared within an organization.

and other employees in action, including their decisions, where they focus their attention and resources, and how they behave toward stakeholders. For example, Connections 14.1 describes how BP s stated (espoused) value of responsibility seems to be wildly at odds with the decisions, priorities, and behavior of its leaders and many employees.

CONTENT OF ORGANIZATIONAL CULTURE

Organizations differ in their cultural content, that is, the relative ordering of shared values. Facebook has an entrepreneurial culture where employees are encouraged to take risks to make a difference to the company and society. The company also recognizes that employees make mistakes (break things) along that innovation journey. The culture at Netflix is considerably different.7 Executives at the on-demand and mail-order movie rental com-i pany view themselves as a sports team. “Netflix leaders hire, develop, and cut smartly, so we have stars in every position,” a Netflix slideshow candidly states. The company even asks managers to regularly apply the “keeper test”: Determine which employees they would fight hard to prevent from leaving. And the others? “[They] should get a generous severance package now, so we can open a slot to try to find a star for that

( I connections 14.1 )

BP’s Espoused vs. Enacted Values

BP, the British energy giant, lists four core values: progressive, responsible, innovative, and performance-driven. The company says that these values “guide us in the conduct of our business.” In other words, BP claims these four core values are enacted; they are evident in the company’s decisions and allocation of resources, as well as in the daily behavior of its employees.

Most people around the Gulf of Mexico and in Alaska would quickly dismiss those claims. In particular, BP describes its “responsibility” value as being “committed to the safety and development of our people and the communities and societies in which we operate. We aim for no accidents, no harm to people and no damage to the environment.” Yet, the energy company’s track record on safety and environmentalism suggests otherwise.

BP is at the center of the Gulf of Mexico oil spill, now considered the worst environmental disaster in recent history. A few months before the spill occurred, the U.S. government’s Occupational Safety and Health Administration (OSHA) penalized BP with the largest fine in OSHA’s history for failing to sufficiently improve safety at its Texas City refinery. Four years earlier, 15 employees died in an explosion at that refinery. A U.S. government report on that explosion concluded that BP “did not provide effective safety culture leadership.”

BP’s “responsibility” value has been around for a few years, yet the company’s environmental and safety problems were well known long before the Gulf and Texas disasters. In 2003, the Norwegian government concluded that “a poor HES (Health, Environment, and Safety) culture” contributed to a fatality on a

BP describes one of its four core values as aiming “for no accidents, no harm to people and no damage to the environment,” yet the British energy company’s track record indicates that this value is espoused, not enacted.

BP oil platform. A few years earlier, a prominent newspaper concluded that a series of spills, accidents, and alleged hush-ups at the Alaskan operations managed by BP “raises serious questions about BP’s safety culture.” In short, being safety and environmentally “responsible” is an espoused value at BP but not likely part of the company’s current or recent culture.8

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aconnect

Which corporate culture do you prefer? Go to www. mcgrawhillconnect.com to estimate your preference among a small set of common cultures, as well as to assist your learning about organizational culture and effectiveness.

role.” So, while Netflix has a winner-take-all performance culture, Facebook’s culture is more entrepreneurial: empowering employees to have an impact, taking risks, and receiving support for reasonable mistakes along the way.

How many corporate cultures are there? Several models and measures classify organizational culture into a handful of easy-to-remember categories. One of these, shown in Exhibit 14.2, identifies seven corporate cultures. Another popular model identifies four organizational cultures organized in a two-by-two table representing internal versus external focus and flexibility versus control. Other models organize cultures around a circle with 8 or 12 categories. These circumplex models suggest that some cultures are opposite to others, such as an avoidance culture versus a self-actualization culture, or a power culture versus a collegial culture.9

These organizational culture models and surveys are popular with corporate leaders faced with the messy business of diagnosing their company’s culture and identifying what kind of culture they want to develop. Unfortunately, they oversimplify the diversity of cultural values in organizations. There are dozens of individual values, and many more combinations of values, so the number of organizational cultures that these models describe likely falls considerably short of the full set. A second concern is that organizational culture includes shared assumptions, not just shared values. Most organizational culture measures ignore assumptions because they represent a more subterranean aspect of culture.

A third concern is that many organizational culture models and measures incorrectly assume that organizations have a fairly clear, unified culture that is easily decipherable.10 This “integration” perspective, as it is called, further assumes that when an organization’s culture changes, it shifts from one unified condition to a new unified condition with only

Innovation

Experimenting, opportunity seeking, risk taking, few rules, low cautiousness

409

Chapter Fourteen Organizational Culture

409

Chapter Fourteen Organizational Culture

Stability

Predictability, security, rule oriented

409

Chapter Fourteen Organizational Culture

Respect for people

Fairness, tolerance

409

Chapter Fourteen Organizational Culture

Outcome orientation

Action oriented, high expectations, results oriented

409

Chapter Fourteen Organizational Culture

Attention to detail

Precise, analytic

409

Chapter Fourteen Organizational Culture

Team orientation

Collaboration, people oriented

409

Chapter Fourteen Organizational Culture

Aggressiveness

Competitive, low emphasis on social responsibility

Source: Based on information in C.A. O’Reilly III, J. Chatman, and D.F. Caldwell, “People and Organizational Culture: A Profile Comparison Approach to Assessing Person-Organization Fit,” Academy of Management Journal 34, no. 3 (1991), pp. 487-518.

temporary ambiguity or weakness during the transition. These assumptions are probably incorrect or, at best, oversimplified. An organization’s culture is usually quite blurry, so much so that it cannot be estimated through employee surveys alone. As we discuss next, organizations consist of diverse subcultures, because employees across the organization have different clusters of experiences and backgrounds that have shaped their values and priorities. For example, after BP’s Texas refinery explosion a few years ago, an independent panel investigated the energy company’s safety culture across the United States. The panel concluded that a few of BP’s sites embraced the importance of safety, but most required a much stronger safety culture.11

Even these subcultural clusters can be ill-defined because values and assumptions ultimately vary from one employee to the next. As long as employees differ, an organization’s culture will have noticeable variability. Thus, many of the popular organizational culture models and measures oversimplify the variety of organizational cultures and falsely presume that it is relatively easy to fit organizations into these categories.

ORGANIZATIONAL SUBCULTURES

When discussing organizational culture, we are really referring to the dominant culture, that is, the values and assumptions shared most consistently and widely by the organizations members. The dominant culture is usually supported by senior management, but cultures can also persist in spite of senior management’s desire for another culture. Furthermore, organizations are composed of subcultures located throughout their various divisions, geographic regions, and occupational groups.12 Some subcultures enhance the dominant culture by espousing parallel assumptions and values. Others differ from but do not conflict with the dominant culture. Still others are called countercultures because they embrace values or assumptions that directly oppose the organization’s dominant culture. It is also possible that some organizations (including some universities, according to one study) consist of subcultures with no decipherable dominant culture at all.13

Subcultures, particularly countercultures, potentially create conflict and dissension among employees, but they also serve two important functions.14 First, they maintain the organization’s standards of performance and ethical behavior. Employees who hold coun-tercultural values are an important source of surveillance and critical review of the dominant order. They encourage constructive conflict and more creative thinking about how the organization should interact with its environment. Subcultures potentially support ethical conduct by preventing employees from blindly following one set of values. Subculture members continually question the “obvious” decisions and actions of the majority, thereby making everyone more mindful of the consequences of their actions.

The second function of subcultures is that they are the spawning grounds for emerging values that keep the firm aligned with the evolving needs and expectations of customers, suppliers, communities, and other stakeholders. Companies eventually need to replace their dominant values with ones that are more appropriate for the changing environment. If subcultures are suppressed, the organization may take longer to discover and adopt values aligned with the emerging environment.

Deciphering Organizational Culture Through Artifacts

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Part Four Organizational Processes

connect

To assist your learning and test your knowledge about organizational culture artifacts and content, go to www.mcgrawhillconnect.com , which has activities and test questions on these topics.

Shared values and assumptions are not easily measured through surveys and might not be accurately reflected in the organization’s values statements. Instead, as Exhibit 14.1 illustrated previously, an organization’s culture must be deciphered through a detailed investigation of artifacts. Artifacts are the observable symbols and signs of an organization’s culture, such as the way visitors are greeted, the organization’s physical layout, and how employees are rewarded.15 A few experts suggest that artifacts are the essence of organizational culture, whereas most others (including the authors of this book) view artifacts as symbols or indicators of culture. In other words, culture is cognitive (values and assumptions inside people’s heads), whereas artifacts are observable manifestations of that culture. Either way, artifacts are important because they represent and reinforce an organization’s culture.

Artifacts provide valuable evidence about a company’s culture.16 An organization’s ambiguous (fragmented) culture is best understood by observing workplace behavior, listening to everyday conversations among staff and with customers, studying written documents and e-mails, viewing physical structures and settings, and interviewing staff about corporate stories. In other words, to truly understand an organization’s culture, we need to sample information from a variety of organizational artifacts.

The Mayo Clinic conducted such an assessment a few years ago. An anthropologist was hired to decipher the medical organization’s culture at its headquarters in Minnesota and to identify ways to transfer that culture to its two newer sites in Florida and Arizona. For six weeks, the anthropologist shadowed employees, posed as a patient in waiting rooms, did countless interviews, and accompanied physicians on patient visits. The final report outlined Mayo’s dominant culture and how its satellite operations varied from that culture.17

In this section, we review the four broad categories of artifacts: organizational stories and legends, rituals and ceremonies, language, and physical structures and symbols.

ORGANIZATIONAL STORIES AND LEGENDS

David Ogilvy is a legend in the advertising industry, but equally significant are the stories about him that have continued to reinforce the values that he instilled. One story recounts how Ogilvy s board of directors arrived at a meeting to discover a Russian matryoshka doll at each of their seats. The directors opened each doll, one nested inside the other, until they discovered this message inside the tiniest doll: “If you hire people who are smaller than you are, we shall become a company of dwarfs. If you hire people who are bigger than you are, we shall become a company of giants.” The Russian dolls became part of Ogilvy s culture, which demands hiring talent, not subservience.18

Stories such as Ogilvy s Russian dolls permeate strong organizational cultures. Some tales recount heroic deeds, whereas others ridicule past events that deviate from the firm’s core values. Organizational stories and legends serve as powerful social prescriptions of the way things should (or should not) be done. They add human realism to corporate expectations, individual performance standards, and the criteria for getting fired. Stories also produce emotions in listeners, and these emotions tend to improve listeners’ memory of the lesson within the story.19 Stories have the greatest effect on communicating corporate culture when they describe real people, are assumed to be true, and are known by employees throughout the organization. Stories are also prescriptive—they advise people what to do or not to do.20

The transformation of Ford Motor Company illustrates many of the strategies and practices necessary to change organizations. It reveals how CEO Alan Mulally created an urgency for change, revised systems and structures to support the change, introduced a pilot project (the Ford Focus development team) to spearhead the company’s new global approach, and continuously communicated the change process. Although Ford’s turnaround sounds like an smooth-running process, most organizational change is messy, requiring considerable leadership effort and vigilance. As we will describe throughout this chapter, the challenge of change is not just in deciding which way to go; the challenge is in the execution of this strategy. When leaders discover the need for change and identify preferred paths that will take the company to a better future, the change process involves navigating around the numerous obstacles and gaining organization-wide support for that change.

This chapter unfolds as follows. We begin by introducing Lewin’s model of change and its component parts. Our discussion includes sources of resistance to change, ways to minimize this resistance, and ways to stabilize desired behaviors. Next, the chapter examines four approaches to organizational change—action research, appreciative inquiry, large group interventions, and parallel learning structures. The last section of this chapter considers both cross-cultural and ethical issues in organizational change.

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Part Four Organizational Processes

Lewin’s Force Field Analysis Model

“The velocity of change is so rapid, so quick, that if you don’t accept the change and move with the change, you’re going to be left behind.”2 This statement by BHP Billiton Chairman (and former Ford CEO) Jacques Nasser reflects the notion that organizations need to keep pace with ongoing changes in their external environment. Organizations are, after all, open systems that need to remain compatible with their external environments (see Chapter 1), such as consumer needs, global competition, technology, community expectations, government (de)regulation, and environmental standards. Successful organizations monitor their environments and take appropriate steps to maintain a compatible fit with new external conditions. Rather than resisting change, employees in successful companies embrace change as an integral part of organizational life. “I’ve always believed that when the rate of change inside an institution becomes slower than the rate of change outside, the end is in sight,” says former General Electric CEO Jack Welch. “The only question is when.”3

iconnect

To assist your learning and test your knowledge about Lewin’s force field model of change, go to www.mcgrawhillconnect.com , which has activities and test questions on this topic.

It is easy to see that environmental forces push companies to change the way they operate. What is more difficult to see is the complex interplay of these forces with the internal dynamics of organizations. Social psychologist Kurt Lewin developed the force field analysis model to describe this process using the metaphor of a force field (see Exhibit 15.1).4 Although it was developed more than 50 years ago, recent reviews affirm that Lewin’s force field analysis model remains one of the most widely respected ways of viewing the change process.5

One side of the force field model represents the driving forces that push organizations toward a new state of affairs. These might include new competitors or technologies, evolving workforce expectations, or a host of other environmental changes. Corporate leaders also produce driving forces even when external forces for change aren’t apparent. For instance, some experts call for “divine discontent” as a key feature of successful organizations, meaning that leaders continually urge employees to strive for higher standards or better practices even when the company outshines the competition. “We have a habit of divine discontent with our performance,” says creative agency Ogilvy & Mather about its corporate culture. “It is an antidote to smugness.”6

The other side of Lewin’s model represents the restraining forces that maintain the status quo. These restraining forces are commonly called “resistance to change” because they

EXHIBIT 15.1

Lewin’s Force Field Analysis Model

435

Chapter Fifteen Organizational Change

I I Before change ► After change

appear to block the change process. Stability occurs when the driving and restraining forces are roughly in equilibrium—that is, they are of approximately equal strength in opposite directions.

Lewin’s force field model emphasizes that effective change occurs by unfreezing the current situation; moving to a desired condition, and then refreezing the system so it remains in the desired state. Unfreezing involves producing disequilibrium between the driving and restraining forces. As we will describe later, this process may occur by increasing the driving forces, reducing the restraining forces, or using a combination of both. Refreezing occurs when the organization’s systems and structures are aligned with the desired behaviors. They must support and reinforce the new role patterns and prevent the organization from slipping back into the old way of doing things. Over the next few pages, we use Lewin’s model to understand why change is blocked and how the process can evolve more smoothly.

Understanding Resistance to Change

Robert Nardelli pushed hard to transform Home Depot from a loose configuration of fiefdoms to a more performance-oriented operation that delivered a consistent customer experience. Change did occur at the world’s largest home improvement retailer, but at a price. A large number of talented managers and employees left the company, and some of those remaining continued to resent Nardelli’s transformation. Disenchanted staff referred to the company as “Home Despot” because the changes took away their autonomy. Others named it “Home GEpot,” a disparaging reference to the many former GE executives that Nardelli hired into top positions. After five years, the Home Depot board decided to replace Nardelli, partly because he made some unsuccessful strategic decisions and partly because of the aftereffects of Nardelli’s changes.7

435

Chapter Fifteen Organizational Change

(

force field analysis

Kurt Lewin’s model of systemwide change that helps change agents diagnose the forces that drive and restrain proposed organizational change.

unfreezing

The first part of the change process, in which the change agent produces disequilibrium between the driving and restraining forces.

refreezing

The latter part of the change process, in which systems and structures are introduced that reinforce and maintain the desired behaviors.

Robert Nardelli experienced considerable resistance to change at Home Depot. He has plenty of company. One survey reported that 43 percent of U.S. managers identified resistance to change as a primary barrier to workplace

How Effectively Do Organizations around the World Handle Change?8

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Part Four Organizational Processes

( 47% 43% )80% 70% 60% 50% h| 40% I 30% hi

20% 10% |

0%

63%

49%

43%

42%

34%

31%

24%

India

United States

China United Total Germany France South Japan Kingdom Sample Korea

Percentage of employees, by selected countries, who agree or strongly agree that “change is handled effectively in my organization.” Not all 28,810 employees across the 15 countries surveyed are shown here, but all are included in the “total sample” figure.

productivity. This resistance is not short-lived. Twenty-one percent of 1,700 change agents surveyed across more than 40 countries acknowledged that employees still resisted a specific major change one or two years after it was implemented.9

Resistance to change takes many forms, ranging from overt work stoppages to subtle attempts to continue the old ways.10 A study of bank employees reported that subtle resistance is much more common than overt resistance. Some employees in that study avoided the desired changes by moving into different jobs. Others continued to perform tasks the old way as long as management didn’t notice. Even when employees complied with the planned changes, they engaged in resistance by performing their work without corresponding cognitive or emotional support for the” change.11 In other words, they resisted by letting customers know that they disapproved of the changes forced on them.

Subtle forms of resistance potentially create the greatest obstacles to change because they are not as visible. In the words of one manager, “[Change efforts] never die because of direct confrontation. Direct confrontation you can work with because it is known. Rather, they die a death of a thousand cuts. People and issues you never confront drain the life out of important [initiatives] and result in solutions that simply do not have the performance impact that they should have.”12 This resistance is not unique to North America. As Connections 15.1 describes, Mina Ishiwatari experienced various forms of resistance to her innovative marketing ideas at Hoppy, the Japanese beverage company.

EMPLOYEE RESISTANCE AS A RESOURCE FOR CHANGE

Although change agents are understandably frustrated by passive or active resistance to change, they need to realize that resistance is a common and natural human response. As economist John Kenneth Galbraith once quipped: “Faced with the choice between changing one’s mind and proving that there is no need to do so, almost everyone gets busy on the proof.”13 Even when people support change, they typically assume that it is others—not themselves—who need to change. The problem, however, isn’t so much that resistance to change exists. The main problem is that change agents typically view resistance as an unreasonable, dysfunctional, and irrational response to a desirable initiative. They often form an “us versus them” perspective without considering that the causes of resistance may, in fact, be traced back to their own actions or inaction.14

The emerging view among change management experts is that resistance to change is a useful indicator rather than an impediment to change. Resistance aids change agents in

connections 15.1

437

Chapter Fifteen Organizational Change

( Mina Ishiwatari (center) faced, and overcame, resistance to change in the company that her grandfath er founded. )Not Hoppy About Change

Hoppy, a carbonated, low-alcohol, malt-and-hops beverage, was popular around Tokyo after World War II as a cheap alternative to expensive beer, but it fell out of favor as beer became affordable. Mina Ishiwatari, granddaughter of Hoppy Beverage Co.’s founder, was determined to improve Hoppy’s image when she joined the company a decade ago. Unfortunately, the company’s 30 employees—mostly men in their fifties who were family relatives—didn’t want to disturb their cozy jobs.

“It was a turbulent decade of eliminating evils from the company and rebuilding a new organization from scratch,” recalls Ishiwatari, who began as a rank-and-file employee and is now the company’s executive vice president. “I tried to take a new marketing approach to change the image of Hoppy … but no one would listen to me.”

With limited support and budget, Ishiwatari developed a website that informed the public about the product, sold it online, and documented Ishiwatari’s views in an early weblog. As the contemporary marketing caught the attention of health-conscious young people, Ishiwatari pushed for further changes. Most managers who opposed Ishiwatari’s radical ideas eventually left the company.

But Ishiwatari experienced resistance even among those who remained. One day, the factory manager presented her with resignations from all of the factory workers. Ishiwatari resolved the dispute, acknowledging that she was pushing change through too quickly and without enough consideration for employee feelings.

In the seven years since Ishiwatari began introducing these changes, Hoppy’s annual sales have increased fourfold to about US$42 million, even though it is sold mainly around Tokyo. The company’s workforce has expanded to more than 50 people.15

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Chapter Fifteen Organizational Change

^connect

Are you tolerant of change? Go to www.mcgrawhil1connect.com or the end of this chapter to assess your natural tendency to tolerate change, as well as to assist your learning about the sources of resistance to change.

three ways. First, it is a signal—a warning system—that the change agent has not sufficiently addressed the underlying conditions that support effective organizational change.16 In some situations, employees may be worried about the consequences of change, such as how the new conditions will take away their power and status. In other situations, employees show resistance because of concerns about the process of change itself, such as the effort required to break old habits and learn new skills.

Second, resistance is a form of constructive conflict that can potentially improve decision making, including identifying better ways to improve the organizations success. However, constructive conflict is typically accompanied by dysfunctional relationship conflict. This appears to be the case when change agents see resistance to change as an impediment rather than a resource. They describe the people who oppose them as the problem, whereas their focus should be on understanding the reasons why these people resist. Thus, by viewing resistance as a form of constructive conflict, change agents may be able to improve the change strategy or change process.

Third, resistance should be viewed in the context of justice and motivation. Resistance is a form of voice, so it potentially improves procedural justice (see Chapter 5). By redirecting initial forms of resistance into constructive conversations, change agents can increase employee perceptions and feelings of fairness. Furthermore, resistance is motivational; it potentially engages people to think about the change strategy and process. Change agents can harness that motivational force to ultimately strengthen commitment to the change initiative.

WHY EMPLOYEES RESIST CHANGE

Change management experts have developed a long list of reasons people do not embrace change. Some people resist change because of their personality and values.17 Aside from these dispositional factors, however, employees often lack the motivation or commitment

^connect’

Are you ready for change? Go to www.mcgrawhillconnect.com to

identify conditions that are holding back your readiness for a specific change initiative.

to change when they believe the change will fail, is the wrong action for the situation, or will be costly to them personally.18 This cost might be in the form of lost rewards and status, or it might represent negative consequences if they attempt to support the change. Another reason for resistance is the persons inability (or perceived inability) to change due to inadequate skills and knowledge. A third reason is that employees lack role clarity about the change. This lack of role clarity occurs when people misunderstand or magnify what is expected of them in the future. These three factors—motivation, ability, and role (mis) perceptions—are the foundations of the six most commonly cited reasons people resist change, which are summarized here.19

Direct Costs Employees lack commitment to (or even compliance with) a change initiative when their personal cost-benefit analysis calculation is negative rather than positive. They might believe the benefits for them (and possibly for the organization) are trivial (i.e., some pain for little gain). They might anticipate benefits from the change but also believe that they will be worse off overall. For example, the Malaysian government has introduced sweeping changes in which managers are expected to delegate more power and responsibility to staff. However, many government managers believe these reforms will give them less power and prestige, so they have hindered the change by delegating responsibility slowly.

Saving Face Several years ago, Rob McEwan, CEO of Goldcorp and USGold, decided to post the mining company’s confidential geological data online and offer a handsome reward to anyone who could help find more gold on the property. The Goldcorp Challenge was a huge success, but the firm’s geological staff complained just before the event was launched. “We have real concerns,” they told McEwen. “You’re going to ask the rest of the world to tell you where we’re going to find gold in our mine, and we think they’re going to think we’re really dumb and that you don’t have any confidence in us.”20

Goldcorp’s geological staff resisted the global challenge because it threatened their self-esteem. Although McEwan eased those concerns, employees often continue to quietly attack changes that did not originate from them. Due to this “not-invented-here” syndrome, staff sometimes deliberately inflate problems with changes that they did not initiate, just to “prove” that those ideas were not superior to their own. This form of resistance is widespread, according to change experts. Says one consultant, “Unless they’re scared enough to listen, they’ll never forgive you for being right and for knowing something they don’t.”21

Fear of the Unknown All change includes some degree of uncertainty. This uncertainty puts employees at risk. Their knowledge and skills might become obsolete; their

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Ray Davis, CEO of Umpqua Bank, warns that employees tend to fall back into their old ways unless the change is reinforced through systems and structures. “When you are leading for growth, you know you are going to disrupt comfortable routines and ask for new behavior, new priorities, new skills,” says Davis, whose Oregon-based bank is regarded as one of America’s most innovative financial institutions. “Even when we want to change, and do change, we tend to relax and the rubber band snaps us back into our comfort zones.”23

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valued work space, perquisites, or even social relationships might be disrupted and removed. Thus, people resist change out of worry that they cannot adjust to the new work requirements or that they will produce unknown costs. Overall, this uncertainty is usually considered less desirable than the relative certainty of the status quo.

Breaking Routines People typically resist initiatives that force them out of their comfort zones and require them to invest time and energy in learning new role patterns. Indeed, most employees in one Australian survey admitted they don’t follow through with organizational changes because they “like to keep things the way they are” or the changes seem to be too complicated or time wasting.22

Incongruent Team Dynamics Teams develop and enforce conformity to a set of norms that guide behavior. However, conformity to existing team norms may discourage employees from accepting organizational change. This form of resistance occurred at electronics retailer Best Buy when it introduced the results-only work environment (ROWE). ROWE evaluates employees by their results, not their face time, so employees can come to work and leave when they want. Yet coworkers often responded to deviations from the standard work schedule with half-humorous barbs such as “Forgot to set your alarm clock again?” These jibes supported the old employment model but undermined the ROWE program. Best Buy’s consultants eventually set up sessions that warned employees about these taunts, which they called “sludge.”24

Incongruent Organizational Systems Rewards, information systems, patterns of authority, career paths, selection criteria, and other systems and structures are both friends and foes of organizational change. When properly aligned, they reinforce desired behaviors. When misaligned, they pull people back into their old attitudes and behavior. Even enthusiastic employees lose momentum after failing to overcome the structural confines of the past.

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Unfreezing, Changing, and Refreezing

 

According to Lewin’s force field analysis model, effective change occurs by unfreezing the current situation, moving to a desired condition, and then refreezing the system so it remains in this desired state. Unfreezing occurs when the driving forces are stronger than the restraining forces. This happens by making the driving forces stronger, weakening or removing the restraining forces, or both.

The first option is to increase the driving forces, motivating employees to change through fear or threats (real or contrived). This strategy rarely works, however, because the action of increasing the driving forces alone is usually met with an equal and opposing increase in the restraining forces. A useful metaphor is pushing against the coils of a mattress. The harder corporate leaders push for change, the stronger the restraining forces push back This antagonism threatens the change effort by producing tension and conflict within the organization.

The second option is to weaken or remove the restraining forces. The problem with this change strategy is that it provides no motivation for change. To some extent, weakening the restraining forces is like clearing a pathway for change. An unobstructed road makes it easier to travel to the destination but does not motivate anyone to go there. The preferred option, therefore, is to both increase the driving forces and reduce or remove the restraining forces. Increasing the driving forces creates an urgency for change, while reducing the restraining forces lessens motivation to oppose the change and removes obstacles such as lack of ability or situational constraints.

CREATING AN URGENCY FOR CHANGE

The opening story to this chapter described how Alan Mulally began the change process at Ford Motor Company by warning staff that the company would die if it didn’t change quickly. The fact is, organizational change requires employees to have an urgency for change.25 “I think there are two attributes for every successful company,” says Warren Erhart, CEO of White

 

Spot, western Canada’s oldest (since 1928) and most successful restaurant chain. “One is a sense of urgency, the other is a dedication to continuous improvement.” Erhart explains the importance of these two attributes: “We know that success is fleeting. We have to keep working at it and keep focused all the time.”26

A few months after he became CEO of Nokia Corp, Stephen Elop sent employees a scorching e-mail, warning them about the urgency for change. “I have learned that we are standing on a burning platform,” wrote Elop. “And, we have more than one explosion—we have multiple points of scorching heat that are fueling a blazing fire around us.” Elop described strong competition from Apple and Google, Nokia’s falling brand preference, and its declining credit rating. “We poured gasoline on our own burning platform,” he suggested, pointing to the company’s poor accountability and leadership.27

Creating an urgency to change typically occurs by informing employees about competitors, changing consumer trends, impending government regulations, and other forms of turbulence in the external environment. These are the main driving forces in Lewin’s model. They push people out of their comfort zones, energizing them to face the risks that change creates. In many organizations, however, leaders buffer employees from the external environment to such an extent that these driving forces are hardly felt by anyone below the top executive level. The result is that employees don’t understand why they need to change and leaders are surprised when their change initiatives do not have much effect.

Customer-Driven Change Some companies fuel the urgency to change by putting employees in direct contact with customers. Dissatisfied customers represent a compelling driving force for change because the organization’s survival typically depends on having customers who are satisfied with the product or service: Customers also provide a human element that further energizes employees to change current behavior patterns.28 Executives at Shell Europe applied customer-driven change a few years ago. Many middle managers at the energy company seemed blissfully unaware that Shell wasn’t achieving either its financial goals or its customer needs; so to create an urgency for change, the European managers were loaded onto buses and taken out to talk with customers and employees who work with customers every day. “We called these ‘bus rides.’ The idea was to encourage people to think back from the customer’s perspective rather than from the head office,” explains Shell Europe’s vice president of retailing. “The bus rides were difficult for a lot of people who, in their work history, had hardly ever had to talk to a customer and find out what was good and not so good about Shell from the customer’s standpoint.”29

Creating an Urgency for Change Without External Forces Exposing employees to external forces can strengthen the urgency for change, but leaders often need to begin the change process before problems come knocking at the company’s door. “You want to create a burning platform for change even when there isn’t a need for one,” says Steve Bennett, former CEO of financial software company Intuit.30 Creating an urgency for change when the organization is riding high requires rare persuasive capability that helps employees visualize future competitive threats and environmental shifts.

For instance, Apple Computer’s iPod dominates the digital music market, but the late Steve Jobs wanted the company to be its own toughest competitor. Just when sales of the iPod Mini were soaring, Jobs challenged a gathering of 100 top executives and engineers to develop a better product to replace it. “Playing it safe is the most dangerous thing we can do,” Jobs warned. Nine months later the company launched the iPod Nano, which replaced the still-popular iPod Mini before competitors could offer a better alternative.31

Experts warn, however, that employees may see the burning-platform strategy as manipulative—a view that produces cynicism about change and undermines trust in the change agent.32 Also, the urgency for change doesn’t need to originate from problems or threats to the company; this motivation can also develop through a change champion’s vision of a more appealing future. By creating a future vision of a better organization, leaders effectively make the current situation less appealing. When the vision connects to employee values and needs, it can be a motivating force for change even when external problems are not strong.

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( EXHIBIT 15.2 Strategies for Minimizing Resistance to Change ) ( STRATEGY EXAMPLE WHEN APPLIED PROBLEMS Communication Customer complaint letters are shown to employees. When employees don’t feel an urgency for change, don’t know how the change will affect them, or resist change due to a fear of the unknown. Time-consuming and potentially costly. Learning Employees learn how to work in teams as company adopts a team-based structure. When employees need to break old routines and adopt new role patterns. Time consuming, potentially costly, and some employees might be unable to learn the new skills. Employee involvement Company forms a task force to recommend new customer service practices. When the change effort needs more employee commitment, some em ployees need to save face, and/or employee ideas would improve deci sions about the change strategy. Very time-consuming. Might lead to conflict and poor deci sions if employees’ interests are incompatible with organi zational needs. Stress management Employees attend sessions to discuss their worries about the change. When communication, training, and i nvolvement do not sufficiently ease employee worries. Time-consuming and potentially expensive. Some methods may not reduce stress for all employees. Negotiation Employees agree to replace strict job categories with multiskilling in return for increased job security. When employees will clearly lose something of value from the change and would not otherwise support the new conditions. Also necessary when the company must change quickly. May be expensive, particularly if other empl oyees want to ne gotiate their support. Also tends to produce compliance but not commitment to the change. Coercion Company president tells managers to “get on board” the change or leave. When other strategies are ineffective and the company needs to change quickly. Can lead to more subtle forms of resistance, as well as long-term antagonism with the change agent. Sources: Adapted from J.P. Kotter and L.A. Schlesinger, “Choosing Strategi es for Change,” Harvard Business Review 57 (1979), pp. 106-14; P.R. Lawrence, “How to Deal with Resistance to Change,” Harvard Business Review, May-June 1954, pp. 49-57. )REDUCING THE RESTRAINING FORCES

Employee resistance should be viewed as a resource, but its underlying causes—the restraining forces—still need to be addressed. As we explained earlier using the mattress coil metaphor, increasing the driving forces alone will not bring about change, because employees often push back harder to offset the opposing forces. Instead, change agents need to address each of the sources of resistance. Six of the main strategies are outlined in Exhibit 15.2. If feasible, communication, learning, employee involvement, and stress management should be attempted first.33 However, negotiation and coercion are necessary for people who will clearly lose something from the change and in cases where the speed of change is critical.

Communication Communication is the highest priority and first strategy required for any organizational change. According to one recent survey, communication (together with involvement) is considered the top strategy for engaging employees in the change process.34 Communication improves the change process in at least two ways.35 One way, which we described earlier, is by generating an urgency to change. Leaders motivate employees to support the change by candidly telling them about the external threats and opportunities that make change so important. Whether through town hall meetings with senior management or by directly meeting with disgruntled customers, employees become energized to change when they understand and visualize those external forces.

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The second way that communication minimizes resistance to change is by illuminating the future and thereby reducing fear of the unknown. The more corporate leaders communicate their vision, particularly details about that future and milestones already achieved toward that future, the more easily employees can understand their own roles in that future. Similarly, as the leader communicates the future state more clearly, employees form a clearer picture about how the change relates to their jobs and responsibilities. “No. 1 is to always communicate, communicate, communicate,” advises Randall Dearth, CEO of chemical manufacturer Lanxess Corp. “If you’re bringing in change, you need to be able to make a very compelling case of what change looks like and why change is necessary.”36

Learning Learning is an important process in most change initiatives because employees require new knowledge and skills to fit the organization’s evolving requirements. For example, learning was an important strategy for change at CSC. The U.S. business and technology consulting and services firm’s executive team recognized that the company’s culture required better alignment with its growth strategy. To achieve this, CSC launched a leadership development program, which would minimize resistance to the change by equipping managers with the skills to coach employees toward emerging attitudes and values.37

 

Employee Involvement Unless the change must occur quickly or employee interests are highly incompatible with the organization’s needs, employee involvement is almost an essential part of the change process. In the chapter on decision making (Chapter 7), we described several potential benefits of employee involvement, all of which are relevant to organizational change. Employees who participate in decisions about a change tend to feel more personal responsibility for its successful implementation, rather than being disinterested agents of someone else’s decisions.38 This sense of ownership also minimizes the problems of saving face and fear of the unknown. Furthermore, the complexity of today’s work environment demands that more people provide ideas regarding the best direction of the change effort. Employee involvement is such an important component of organizational change that special initiatives have been developed to allow participation in large groups. These change interventions are described later in the chapter.

Stress Management Organizational change is a stressful experience for many people because it threatens self-esteem and creates uncertainty about the future.39 Communication, learning, and employee involvement can reduce some of the stressors. However, research indicates that companies also need to introduce stress management practices to help employees cope with changes.40 In particular, stress management minimizes resistance by removing some of the direct costs and fear of the unknown about the change process. Stress also saps energy, so minimizing stress potentially increases employee motivation to support the change process.

With brand-name clients and more than $500 million in sales, Lopez Foods Inc. has become the 10th largest Hispanic-owned company in America. To further improve its quality and efficiency, the Oklahoma City-based beef patty and sausage manufacturer recently involved employees in the change process. The current production process was mapped out on a large wall of brown paper, and employees were asked for ways to make it better. To management’s surprise, employees were enthusiastic about suggesting productivity improvements. “Things we thought would be a hard sell on the employees, they themselves have come up to us and said, ‘We can do this better,’ or ‘We don’t need five people here, we only need three,'” says CEO Eduardo Sanchez.41

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Negotiation As long as people resist change, organizational change strategies will require a variety of influence tactics. Negotiation is a form of influence that involves the promise of benefits or resources in exchange for the target person’s compliance with the influencer’s request. This strategy potentially gains support from those who would otherwise lose out from the change. However, this support is mostly compliance with, rather than commitment to, the change effort, so it might not be effective in the long term.

Coercion If all else fails, leaders rely on coercion to change organizations. Coercion can include persistently reminding people of their obligations, frequently monitoring behavior to ensure compliance, confronting people who do not change, and using threats of sanctions to force compliance. Replacing people who will not support the change is an extreme step, but it is fairly common. For instance, one year after Robert Nardelli was hired as CEO of Home Depot, most of the retailer’s top management team had voluntarily or involuntarily left the company. Several years earlier, StandardAero CEO Bob Hamaberg threatened to fire senior managers who opposed his initiative to introduce lean management. “You must have senior management commitment,” Hamaberg said bluntly at the time. “I had some obstacles. I removed the obstacles.” Today, StandardAero is a world leader in the aircraft engine repair and overhaul business.42

Firing people is the least desirable way to change organizations. However, dismissals and other forms of coercion are sometimes necessary when speed is essential and other tactics are ineffective. For example, it may be necessary to remove several members of an executive team who are unwilling or unable to change their existing mental models of the ideal organization. This is also a radical form of organizational “unlearning” (see Chapter 1) because when executives leave, they remove knowledge of the organization’s past routines that have become dysfunctional.43 Even so, coercion is a risky strategy because survivors (employees who do not leave) may have less trust in corporate leaders and engage in more political tactics to protect their own job security.

REFREEZING THE DESIRED CONDITIONS

Unfreezing and changing behavior won’t produce lasting change. People are creatures of habit, so they easily slip back into past patterns. Therefore, leaders need to refreeze the new behaviors by realigning organizational systems and team dynamics with the desired changes.44 The desired patterns of behavior can be “nailed down” by changing the physical structure and situational conditions. Organizational rewards are also powerful systems that refreeze behaviors.45 If the change process is supposed to encourage efficiency, then rewards should be realigned to motivate and reinforce efficient behavior. Information systems play a complementary role in the change process, particularly as conduits for feedback.46 Feedback mechanisms help employees learn how well they are moving toward the desired objectives, and they provide a permanent architecture to support the new behavior patterns in the long term. The adage, “What gets measured, gets done,” applies here. Employees concentrate on the new priorities when they receive a continuous flow of feedback about how well they are achieving those goals.

Bank of New Zealand BNZ applied this refreezing strategy by changing the feedback and reward system at its call centers. Previously, call center employees received feedback and were rewarded for answering and completing calls quickly. However, management concluded that customers wanted efficient calls, not fast talkers. “What do fast calls have to do with great conversations?” asks Susan Basile, BNZ’s managing director of direct sales and service. “Sure, we don’t want to waste the customer’s time. But if we were to ask them what they most wanted from our call center, they might well say they want fast answers, but we’d be wrong to conclude they want fast talkers or hurried conversations.” Now, BNZ provides employee feedback and rewards around “great conversations,” not how quickly the call is completed. Employees are recognized for addressing customer needs rather than for how long it takes them to complete the call.47

 
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