Research Paper On Organization.docx

Republic of the Philippines SURIGAO DEL SUR STATE UNIVERSITY Cantilan Campus Cantilan,Surigao del Sur

GRADUTE SCHOOL MASTER OF ARTS IN EDUCATION (MAED) 2nd Semester S.Y. 2018-2019

Name: ROSEMARIE JANE O. GUARDALUPE Course Code: MAED206 Course Title: ORGANIZATIONAL DEVELOPMENT & MANAGEMENT Topic: OD TRAINING EXPERIENCE Professor: ALBERTO DELA PEÑA, Ph.D.

TYPES OF OD INTERVENTION  Large System Sociotechnical System Survey feedback  Small Group Team building Unit goal setting  Personal- focused Counselling Training A T—group or training group (sometimes also referred to as sensitivity-training group, human relations training group or encounter group) is a form of group psychotherapy where participants themselves (typically, between eight and 1 5 people) learn about themselves (and about small group processes in general) through their interaction with each other. They use feedback, problem solving, and role play to gain insights into themselves, others, and groups. A T-group meeting does not have an explicit agenda, structure, or express goal. Under the guidance of a facilitator, the participants are encouraged to share emotional reactions (such as, for example, anger, fear, warmth, or envy) that arise in response to their fellow participants' actions and statements. The emphasis is on sharing emotions, as opposed to judgments or conclusions. In this way, T-group participants can learn how their words and actions trigger emotional responses in the people they communicate with many varieties of T-groups have existed, from the initial T-groups

that focused on small group dynamics, to those that aim more explicitly to develop self-understanding and interpersonal communication. Industry also widely used T-groups, particularly in the 1960s and 1970s, and in many ways, these were predecessors of current team building and corporate culture initiatives. Objectives of T-group The T-Croup is intended to provide you the opportunity to: Increase your understanding of group development and dynamics. Gaining a better understanding of the underlying social processes at work within a group (looking under the tip of the iceberg) Increase your skill in facilitating group effectiveness. Increase interpersonal skills Experiment with changes in your behaviour Increase your awareness of your own feelings in the moment; and offer you the opportunity to accept responsibility for your feelings. Increase your understanding of the impact of your behaviour on others. Increase your sensitivity to others' feelings. Increase your ability to give and receive feedback. Method of T-group One way of describing what may happen for a participant is ► Unfreezing habitual responses to situations: this is facilitated by the participant's own desire to explore new ways of behaving and the trainer staying non directive silent and providing little structure or task agenda ► Self generated and chosen change by the participant: Experiment with new behaviors ► Reinforce new behavior by positive feedback, participants own assessment of whether what is happening is closer to what she/he intents, supportive environment, trust development Sources of change in groups Self-observation - participants give more attention to their own intentions, feelings, etc. Feedback - participants receive information on the impact they have on others Insight - participants expand self-knowledge Self-disclosure - participants exposes more of themselves to others

Universality - participants experience that others share their difficulties, concerns or hopes Croup Cohesion - participants experience trust, acceptance & understanding) Hope - participant see others learn, achieve their goals, improve, and cope more effectively Vicarious Learning - participants pick up skills and attitudes from others Catharsis - participants experience a sense of release or breakthrough Role of a trainer To help the group and individuals analyze and learn from what is happening in the group. The trainer may draw attention to events and behavior in the group and invite the group to look at its experience. At times the trainer may offer tentative interpretations. To offer theory, a model or research that seems related to what the group is looking at. To encourage the group to follow norms that tend to serve the learning process, e.g., focusing on "here & now" rather than the "then & there". To offer training and coaching in skills that tend to help the learning process, e.g., feedback skills, EIAC, etc. To not offer structure or an agenda. To remain silent, allowing the group to experience its anxiety about acceptance, influence, etc. To be willing to disclose oneself, to be open with the group. Behavioural modeling ► Social learning theory, which provides the foundation for behaviour modeling, asserts that most behaviours are learned by observation and modeling. ► The poem ‘Children Learn What They Live' is based on behaviour modeling in the home. FACTORS INFLUENCING BEHAVIORAL MODELING • • • • • •

Model characteristics - centered on the facilitator Observer characteristics - outcomes influence from participant Behaviour/task characteristics Method of presentation of the model Method analysis Personal used method

Career anchors ► “Career" means how an individual’s work life develops over time and how it is perceived by that person. Schein’s career anchors represent aspects of work that are specially valued or needed by people for their personal fulfillment. Managerial Competence Technical/Functional Competence Autonomy/Independence Security/Stability Entrepreneurial Creativity General Managerial Competence Would not give up the opportunity to climb level high Want to be responsible and accountable for the total result and they identify their own work with the success of the organization for which they work Ambition is to obtain generalist job A high managerial level in a function does not interest them Technical/Functional Competence ► Would not give up the opportunity to apply his or her skill in that area and will continue develop those skills to an ever higher level. ► Derive their sense of identity from the exercise of their skills ► Most happy when their work permits them to be challenged in those areas ► May be willing to manage others in their technical or functional area ► Not interested in management for its own sake ► Would avoid general management Autonomy/Independence ► Would not give up the opportunity to define his or her work in his or her way ► Wants to remain in jobs that allow flexibility regarding when and how to work ► Do not stand organizational rules and restriction ► Turn down the opportunities for promotion and advancement in order to retain autonomy ► May even seek to have business of their own in order to achieve a sense of autonomy; however, this motive is not the same as the entrepreneurial creativity Security/Stability ► Employment security/stability, the most important thing ► Main concern is to achieve a sense of having succeeded so that they can relax ► May involve trading personal loyalty and willingness to do whatever the employer wants for some promise of job tenure ► Less concerned with the content of their work and ranks they achieve in the organization, although they achieve high levels ► Always are concerned with these issues and build their entire self-images around the management of security and stability Security/Stability ► Employment security/stability, the most important thing

► Main concern is to achieve a sense of having succeeded so that they can relax ► May involve trading personal loyalty and willingness to do whatever the employer wants for some promise of job tenure ► Less concerned with the content of their work and ranks they achieve in the organization, although they achieve high levels ► Always are concerned with these issues and build their entire self-images around the management of security and stability • Exploration Stage Task needs: experiencing varied job tasks -self assessment -job choice -Socio-emotional needs -Occupational self-image -Setting down • Establishment Stage Task needs: -learn the ropes -get challenging jobs -increase competence -be innovative -Socio-emotional needs deal with competition, failure conflicts develop autonomy • Maintenance Stage Task needs: -technical assistance -coaching skills -continue to rotate into new areas -develop broad view of career -Socio-emotional needs -express midlife feeling -rethink work, family • Late Career Stage Task needs: remain productive Plan for retirement shift role from power to guide identify successors develop outside interest Socio-emotional needs re-envision work develop outside identity