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Saudi Electronic University Homework Help

MGT521-M3C1-Critical Thinking: Managing Dynamic Environment

Description

I need help completing a discussion board post for my Management course (Managing Dynamic Environment). Below are the exact requirements provided by my instructor:

Description:

Knowing what to change in an organization can be the most difficult aspect of change. Changing the wrong problem or issue will not advance the organization’s interests, regardless of how effective the change process is. This week, we will begin to learn more about the process of change by considering what to change and tools for this analysis. We will also explore the interrelated nature of organizational components, and this knowledge will provide the foundation for later discussions about the facets and components that affect change.

Learning Outcomes:

Appraise the complexities and interrelated nature of organizational components and their effect on change.
Evaluate frameworks that can be utilized to determine what organizational changes are needed.
Examine the process of organizational change.

Instructions

What to Change?

The Nadler and Tushman’s Congruence Model helps in the analysis of what is going on in an organization and what components of an organization need to be changed.

Consider an organization that you are familiar with in the Kingdom and using the Nadler and Tushman’s Congruence Model determine “what to change”.
Follow the “Transformation Process” in the Chapter 3 of the textbook (Figure 3.1 Nadler and Tushman’s Organizational Congruence Model) and include the work to be done, the formal structures, systems and process, the informal organization, and the people.
What did the Nadler and Tushman Congruence Model analysis miss that would be important to your organization? Specifically identify why these missed points are important to the organization discussed.
Having analyzed the organization from the Congruence Model perspective now consider one of the other models in Chapter 3. Apply this model to the organization, share your results and specifically identify what additional information was learned from the application of this change process that was not learned from the Congruence Model.

Assignment Requirements:

Your well-written paper should meet the following requirements:

Length: The paper should be Six Pages in length (6), excluding the title and reference pages.
Formatting: Follow academic writing standards and APA style guidelines.
Sources & Citations: Support your submission with course material concepts, principles, and theories from the textbook and at least Three (3) scholarly, peer-reviewed journal articles. Proper APA citation is required.
Originality Check: You are strongly encouraged to check all assignments for originality using Turnitin before submission.
Plagiarism Policy: Plagiarism is NOT tolerated. Plagiarism is strictly prohibited. Assignments with more than 15% similarity to existing work will receive a zero. Repeated offenses may lead to termination.
Grading Rubric: Review the grading rubric to understand how your assignment will be evaluated.
Course Alignment: Ensure your discussion incorporates textbook concepts, principles, and theories, aligning with class lectures and avoiding the use of advanced material not yet covered in the course.
Discuss the concepts, principles, and theories from your textbook. Be sure to cite the textbook and use the lectures provided so that the analysis aligns with the material we’ve covered so far in the course.

Required Readings:

Chapter 3 in Organizational Change: An Action-Oriented Toolkit
MASCU, S. (2021). Factors That Trigger Changes in Modern Organizations. Review of International Comparative Management / Revista de Management Comparat International, 22(5), 729–737.

Recommended Readings:

Module 3 PowerPoint Presentation

Note: I’ve attached the slides for the relevant chapter, grading rubric, and the book below (https://www.dropbox.com/scl/fi/dv3d0j8a714koe9jyweft/Organizational-Change-An-Action-Oriented-Toolkit-4th-Edition.pdf?rlkey=7svxsdybnkod30ww6r1z9987i&st=jfbjd0ea&dl=0).

Instructor Expectations:

Please ensure you dedicate your utmost effort and attention to detail when completing this task. The instructor places a strong emphasis on proper citation and substantive analysis that extends beyond simply answering the questions. Your work should demonstrate depth, originality, and critical thinking by introducing new insights and supporting arguments with thorough research.

The instructor maintains high academic standards and expects students to consistently strive for excellence. Your assignment should reflect the following:

Comprehensive Use of Sources:
- Incorporate textbook theories, concepts, and at least three (3) peer-reviewed journal articles to support your analysis.
- Proper APA citation is essential to demonstrate deep engagement with the material.
Substantial Analysis:
- Move beyond surface-level responses by providing insightful, well-developed arguments.
- Offer unique perspectives and link theories to practical examples to enhance your discussion.
Attention to Detail:
- Ensure your writing is clear, polished, and well-organized.
- Adhere to the required page count and APA formatting guidelines.
Avoid vague terms:
Refrain from using words like “many,” “most,” or “some” unless they are absolutely true and backed by evidence. Ensure specificity in your statements.
Incorporate diverse sources:
Enhance your paper by including citations from various sources such as videos, movies, interviews, or other multimedia resources to enrich your arguments.
Strong introduction and thesis:
- Craft a compelling “zinger” (introductory sentence) and a clear thesis.
- These are crucial for quickly capturing your audience’s interest.
Integration of course learnings:
- Apply what you’ve learned throughout the course effectively.
- Define the problem, conduct thorough research, present your perspective clearly, and maintain focus in your paper.
Enhance your conclusion:
- Summarize key concepts effectively.
- Include a strong quotation or statistic to reinforce your message and create a lasting impression on your reader.

This assignment is not just about fulfilling a requirement—it is an opportunity to showcase academic excellence.

Additionally, your performance on this assignment will significantly influence my decision to collaborate with you on future coursework throughout my academic journey.

Chapter 1: Changing
Organizations in Our Complex
World

Chapter Overview
• The goal of the book: develop your ability to initiate and
manage change

• Environmental factors affecting change are outlined: social/
demographic, technological, political, and economic forces
• Four types of organizational change are discussed: tuning,
adapting, reorienting, and recreating
• Four change roles are described: initiators, implementers,
facilitators, and recipients. The terms “change leader” and
“change agent” are used interchangeably and could mean
any of the four roles.
• The difficulties in creating successful change are highlighted
and characteristics of successful change leader are
described.
Deszca, Ingols & Cawsey, Organizational Change: An Action-Oriented Toolkit, 4th ed.. © 2020 SAGE Pub.

Your Experiences with Change
Management
Talk with one another (in small groups)
about your experiences with change
management.
What does this suggest organizational
change management is about?
Deszca, Ingols & Cawsey, Organizational Change: An Action-Oriented Toolkit, 4th ed.. © 2020 SAGE Publishing.

Organizational Change: Defined

• The intentional and planned alteration of
organizational components to improve
organizational effectiveness.

Organization Components
• Organization components include the organization’s:
• Mission and vision
• Strategy
• Goals
• Structure
• Processes or systems
• Technology
• People

• When organizations enhance their effectiveness, they
increase their ability to generate value for those they
serve
Deszca, Ingols & Cawsey, Organizational Change: An Action-Oriented Toolkit, 4th ed.. © 2020 SAGE Publishing.

The “Knowing−Doing” Gap
• Change capability has become a core
managerial competency
• But managers’ abilities to deliver on change
are modest at best

• There is a major “knowing−doing” gap
• Knowing concepts and theories is not
enough
• Managers need to become effective agents
of change, possessing the will and skills to
make positive change happen
Deszca, Ingols & Cawsey, Organizational Change: An Action-Oriented Toolkit, 4th ed.. © 2020 SAGE Publishing.

Orientation of the Book
There is a story of two stone cutters:
The first, when asked what he was doing,

responded: “I am shaping this stone to fit into
that wall.”
The second, however, said: “I am helping to
build a cathedral.”
This book is orientated towards those who want to be
builders.
Deszca, Ingols & Cawsey, Organizational Change: An Action-Oriented Toolkit, 4th ed.. © 2020 SAGE Publishing.

Why is change a Hot Topic?
• Environmental Forces Driving Changes (PESTEL
factors):
• Political Changes
• Economic Changes
• Social, Cultural and Demographic
• New Technologies
• Legal Changes
• Ecological/Environmental Factors
• Turbulence and ambiguity define the landscape for
both the public and private sectors
Deszca, Ingols & Cawsey, Organizational Change: An Action-Oriented Toolkit, 4th ed.. © 2020 SAGE Publishing.

Toolkit Exercise 1.2
Analyzing Your Environment
Select an organization you are familiar with. What are the key
environmental issues affecting it? List these and their implications
for the organization.
Political Factors

…………… Implications?

Economic Factors

…………… Implications?

Social Factors

…………… Implications?

Ecological/Environmental Factors
Legal Factors

……… Implications?

…………… Implications?

New Organizational Forms & Management
Challenges Due to Environmental Change

Macro Changes and Impact
• Digitization leading to:
• Faster information transmission
• Lower cost information storage and transmission

• Integration of states and opening of markets

• Geographic dispersion of the value chain
• All leading to globalization of markets
Deszca, Ingols & Cawsey, Organizational Change: An Action-Oriented Toolkit, 4th ed.. © 2020 SAGE Publishing.

New Organizational Forms & Management
Challenges (cont.)
New Organizational Forms and Competitive Dynamics
• Global small and medium-sized enterprises
• Global constellations of organizations (i.e., networks)
• Large, focused global firms
• All leading to:
• Spread of autonomous, dislocated teams
• Digitally enabled structures
• Intense global rivalry and running faster while
seeming to stand still

New Organizational Forms & Management
Challenges (cont.)
New Management Challenges
• Greater diversity
• Greater synchronization requirements
• Greater time-pacing requirements
• Faster decision making, learning and innovation
• More frequent environmental discontinuities
• Faster industry life-cycles
• Faster newness and obsolescence of knowledge
• Risk of competency traps where old competencies no
longer produce desired effects
• Greater newness and obsolescence of organizations

The Causal Model Driving Change
Macro Changes
and Impacts in
the Environment

New
Organizational
Forms &
Competitive
Dynamics

Management
Challenges in
“A New Time”

Macro Changes and Impact
Faster Information
Transfer
Digitization

Lower-cost
information storage
and transmission

Geographic
dispersion of the
value chain

Integration of States
and Opening of
Markets

New Org
Dynamics
Globalization of
Markets

New Organizational Forms and
Competitive Dynamics
Rise of global
SME’s

Spread of autonomous,
dislocated teams

Rise of global
constellations

Spread of digitally
enabled structures

Rise of large,
focused global
firms

Management
Challenges
More intense
competitive rivalry

More intense
“Red Queen”
Deszca, Ingols & Cawsey, Organizational Change: An Action-Oriented Toolkit, 4th ed.. © 2020 SAGE Publishing.

Management Challenges in
“A New Time”
Greater
Synchronization
Requirements

Greater Diversity

Faster decision
making, learning
and innovation

Greater Time Pacing
Requirements

Faster newness
and obsolescence
of knowledge

More frequent
environmental
discontinuities

Greater Risk of
competency traps

Faster industry
lifecycles

Faster newness &
obsolescence of
organizations

Common Management Responses to
Competitive Pressures
• Running hard, but for all purposes standing still
• Called the Red Queen phenomenon (Alice
Through the Looking Glass, by Lewis Carroll)

• In global competition, what matters is not the
firm’s absolute rate of learning and innovation,
but the relative pace of its development
compared to its rivals.

Toolkit Exercise
What Change Challenges do You See?

Pick an Organization

What are the change challenges you
see it facing?

How well are they doing?
Deszca, Ingols & Cawsey, Organizational Change: An Action-Oriented Toolkit, 4th ed.. © 2020 SAGE Publishing.

Four Types of Organizational Change

Anticipatory

Reactive

Incremental

Strategic

Tuning

Re-orientation

Adaptation

Re-creation

Types of Organizational Change
A
N
T
I
C
I
P
A
T
O
R
Y
R
E
A
C
T
I
V
E

Incremental/Continuous

Discontinuous/Radical

Tuning
• Incremental and anticipatory
• Need is for internal alignment
• Focuses on individual
components or sub-systems
• Middle management role
• Implementation is the major task

Redirecting or Reorienting
• Strategic proactive changes based on
predicted major changes in the
environment
• Need is for positioning the whole
organization to a new reality
• Focuses on all organizational
components
• Senior management create sense of
urgency and motivate the change

Adapting
• Incremental changes made in
response to environmental
changes
• Need is for internal alignment
• Focuses on individual
components or sub-systems
• Middle management role
• Implementation is the major task

Overhauling or Recreating
• Response to a significant
performance crisis
• Need to reevaluate the whole
organization, including its core values
• Focuses on all org. components to
achieve rapid, system-wide change
• Senior management create vision
and motivate optimism

Nature of the Impact of Change
• Short-term impact/consequences
• Direct and indirect effects
• Moderating factors

• Intermediate impact/consequences

• Long-term impact/consequences
THE LESSON: Planned changes don’t always
produce the intended results

Common Causes of Difficulty with
Organizational Change
• Managers don’t do their analytic homework
• Managers are action oriented and assume others will
see the inherent wisdom in the proposed change
• Managers under or overestimate their own power
and influence (and that of others)
• Managers see transition periods as a cost, not an
investment
• They underestimate the resources & commitment
needed to integrate the human dimensions with other
aspects of the change

Common Causes of Difficulty with
Change (cont.)
• Managers are unaware their actions (and those of other key
managers) may be sending conflicting messages
• Managers find human processes unsettling or threatening
• Managers lack capacity (attitudes, skills, and abilities) to
manage complex changes that involve people
• Managers’ critical judgment is impaired due to
overconfidence, under confidence, and/or group think
• Unanticipated external factors can play a huge role
Deszca, Ingols & Cawsey, Organizational Change: An Action-Oriented Toolkit, 4th ed.. © 2020 SAGE Publishing.

Four Organization Change Roles
1. Change Initiators
• Identify need and vision
• Act as a champion

2. Change Implementers
• Chart the detailed path forward & make it happen
• Nurture support and alleviate resistance

3. Change Facilitators
• Aids in analysis and issue management along the way
• Provides advice and council
• Sometimes helps smooth the way through helping
resolve issues, alleviate resistance and nurture support

4. Change Recipients
• Those affected by the change who have little input to the
process or content of the organizational change
• Have to alter behaviors to ensure change success
Deszca, Ingols & Cawsey, Organizational Change: An Action-Oriented Toolkit, 4th ed.. © 2020 SAGE Publishing.

Toolkit Exercise 1.3
Change Roles in Organizations
Think of a time when you have been involved in change.
What roles did you play? How comfortable were you with
each of those roles?
1. Change Initiator

2. Change Implementer
3. Change Facilitator
4. Change Recipient
How did each of these roles feel? What did you
accomplish in each role?
Deszca, Ingols & Cawsey, Organizational Change: An Action-Oriented Toolkit, 4th ed.. © 2020 SAGE Publishing.

Characteristics and Skills of the
Change Leader
• Formal change leaders (or agents)
spearhead the change, and may play any or
all of the change roles.
• Informal change leaders can emerge
anytime throughout the change process

• What are the key characteristics and skills of
the change leader?
Deszca, Ingols & Cawsey, Organizational Change: An Action-Oriented Toolkit, 4th ed.. © 2020 SAGE Publishing.

What’s Required to be a Successful
Change Leader?
• Keen insight into the external environment and skilled
anticipator of what is evolving
• Rich understanding of organizational systems and
processes, power structures and stakeholder networks
• Excellent analytic, interpersonal and communication
skills
• Driving passion for action, yet patient and persistent
• Well-developed sense of timing and tactics
• Ability to assess and manage risk

• An ability to focus on outcomes while also paying very
close attention to process
Deszca, Ingols & Cawsey, Organizational Change: An Action-Oriented Toolkit, 4th ed.. © 2020 SAGE Publishing.

What’s Required to be a Successful
Change Leader? (cont.)
• Tolerance for ambiguity and risk taking
• Emotional maturity and courage
• Self-confidence and optimism

• Honest and trustworthy
• Capacity to engage others and inspire confidence

• Deep understanding of themselves and their impact
• Curiosity and strong desire to learn
Deszca, Ingols & Cawsey, Organizational Change: An Action-Oriented Toolkit, 4th ed.. © 2020 SAGE Publishing.

Change Leaders Embrace Change
Paradoxes
• Recognize that change leaders sometimes drive change from the
front, while at other times they empower others and stay out of the
way
• Recognize resistance to change is both a problem and an
opportunity

• Focus on the outcomes of change, but are very careful about the
management of the process
• Recognize the tension between “getting on with it” and reassessing
and changing direction

• Capacity to balance patience and impatience
• Recognize the absolute rate of learning is less important than the
relative rate of learning in comparison to competitors
Deszca, Ingols & Cawsey, Organizational Change: An Action-Oriented Toolkit, 4th ed.. © 2020 SAGE Publishing.

Critical Questions when Considering Change
1. What is the environment telling you prior to, at the
beginning, during and following the implementation
of the change? In particular:
a. What is the broader environment telling you about
future economic, social and technological conditions
and trends?
b. What are your customers or clients (both inside and
outside the organization) telling you?
c. What are your competitors doing and how are they
responding to you?
d. What are the partners within your network doing and
how are they responding to you?
e. What do the people who will potentially be the leaders,
managers and recipients of change want and need?
Deszca, Ingols & Cawsey, Organizational Change: An Action-Oriented Toolkit, 4th ed.. © 2020 SAGE Publishing.

Critical Questions when Considering Change (cont.)

2. Why is change needed? Who sees this need?

3. What is your purpose and agenda?
• How does that purpose project to a
worthwhile vision that goes to the heart of the
matter?

Critical Questions when Considering Change (cont.)
4. How will you implement and manage the
change?
a.How will you resource the change initiative?
b.How will you select and work with your change
team?
c. How will you work with the broader
organization?
d.How will you monitor progress so that you can
steer, alter speed and course, if necessary?

Critical Questions when Considering Change (con’t.)

5. How will you ensure that you act (and are
seen to act) ethically and with integrity? What
have I learned about change and how can I
remember it for the future? How can I pass on
what I learned?

6. Once the change is completed, what comes
next? The completion of one change simply
serves as the starting point for the next.

Summary
• Need for change often originates in the
external environment.
• Change upsets the internal equilibrium in an
organization and thus may be resisted.
• People can play many different change roles.

• How they play these roles makes a significant
difference!
Deszca, Ingols & Cawsey, Organizational Change: An Action-Oriented Toolkit, 4th ed.. © 2020 SAGE Publishing.

Appendix 1: Roots of Organizational
Development
• Small group training:
• Focused on creating change by improving self-awareness
and the group’s dynamics

• Survey research and feedback:
• Intervened with sophisticated surveys and analysis to create
the need for change

• Action research:
• Encouraged the use of action, based on research, in
continuous cycles (in essence, learning by doing, followed by
observation, doing and more learning)

• Socio-technical systems:
• Focused on the interaction between the sociological and
technical subsystems of the organization and described
change in more holistic terms
Deszca, Ingols & Cawsey, Organizational Change: An Action-Oriented Toolkit, 4th ed.. © 2020 SAGE Publishing.

Organizational Development vs. Organizational Change

Organizational
Development
Based primarily on
psychology

Underlying
Theory & Individual/group functioning
Analytical
framework
Facilitator or process
consultant

Role of
Change
Agent

Change Management
Includes principles and tools from
sociology, information technology and
strategic change theories
Individual/group functioning AND
systems, structures, work processes
(congruence model)
Content expert (organization design
and human performance) AND process
consultant
Member of cross-functional team,
which includes strategists and
technologists
Part of project organization, which
includes client managers/employees

Organizational Development vs.
Organizational Change
Organizational
Development

Intervention
Strategies

Change Management

Not directly linked to strategy

Driven by strategy

Focus on one component at
a time

Simultaneous focus on several
components (strategy, human
resources, organization design,
technology)

Normative-re-educative
(change attitudes to change
behavior)

Action-oriented (change behavior
before attitudes)

Positioning the Course
Management
Focused Change

OD / HR Focused
Change

• Re-Structuring
• Re-Engineering
• Re-Design

• Surveys
• QWL Programs
• Hi-Perf Systems

•
•
•
•

Visioning
Stakeholder
Analysis
Action Planning

Process Skills
Team Building
Third Party
Intervention

This
Course

Chapter 2: How to Lead Organizational
Change: Frameworks

Chapter Overview
• Chapter 2 differentiates between HOW to change
and WHAT to change. Change leaders must
understand both.
• This chapter focuses on HOW to create change
• Six process-oriented models of planned, purposeful
change are discussed
• The last of these is the Change Path Model: it is the
guiding framework used in this book
• These six models will give you language to articulate
models of how to bring about organizational change

Getting a Handle on the Change Challenge

Two distinct aspects in any change management
situation need to be addressed:
• WHAT needs to change

• HOW to bring about that change

Sigmoid Curve

Nature of Managed Organizational Change:
Lewin’s View

Unfreeze

Change

Refreeze

Kotter’s Eight-Stage Process
1. Establishing a sense of urgency

2. Creating a guiding coalition
3. Developing a vision and strategy
4. Communicate the change vision

5. Empower employees
6. Generate short-term wins
7. Consolidate gains and produce more change
8. Anchor the new approaches in the culture

Gentile’s Giving Voice to Values
• Clarification and articulation of one’s values

• Post decision-making analysis and
implementation plan
• The practice of speaking one’s values and
receiving feedback from peers

Duck’s Five-Stage Change Curve
• Stagnation
• Preparation
• Implementation
• Determination

• Fruition

Beckhard and Harris’ Change Process Model

The Change Path Model
Awakening
Chapter 4

Mobilization
Chapters 5 through 8

Acceleration
Chapter 9

Institutionalization
Chapter 10
Deszca, Ingols & Cawsey, Organizational Change: An Action-Oriented Toolkit, 4th ed.. © 2020 SAGE Pub.

Components of the Model
• Awakening: Why change? What data helps
to wake people up?
• Mobilization: Gap analysis—the desired
future state and the present state

• Acceleration: Getting there from here—
action planning and implementation
• Institutionalization: Monitoring, measuring
the change, and helping to make the change
stick

Toolkit Exercise 2.2
Interview a Manager
❖ Interview a manager who has been involved in implementing an
organizational change. Ask them to describe the change, what
they were trying to accomplish, and what happened?
❖ HOW did the managers work to make things happen? Who did
they involve? How did they persuade others? What resources did
they use?
❖ Describe WHAT was being changed. Why were these things
important?
❖ Which was more important to the change in the end: HOW things
were changed or WHAT was changed?

Summary
• We need to differentiate between WHAT needs to
change and HOW to change
• This chapter has focused on the HOW change is
accomplished, i.e., the process
• The HOW of change is all about managing the
process. This chapter gives us ways of thinking
about this process with particular attention to the
Change Path Model

Chapter 3: What to Change in an
Organization: Frameworks

Chapter Overview
• Change leaders must understand both the HOW and the
WHAT of change. The focus here is on WHAT needs to
change
• Open systems organizational frameworks are valuable
assessment tools of what needs to change. Nadler and
Tushman’s Congruence Model is explored in detail

• The non-linear and interactive nature of organizations is
explored to make sense of their complexity
• Quinn’s competing values model is used to create a
bridge between individual and organizational levels of
analysis
• Organizational change over time is discussed
Deszca, Ingols & Cawsey, Organizational Change: An Action-Oriented Toolkit, 4th ed.. © 2020 SAGE Pub.

The Change Path Model
•

Awakening
Chapter 4

Use Diagnostic
Frameworks in
Ch.3 to better
understand:
• How to Change &
• What to Change

Mobilization
Chapters 5 through 8

Acceleration
Chapter 9

Institutionalization
Chapter 10
Deszca, Ingols & Cawsey, Organizational Change: An Action-Oriented Toolkit, 4th ed.. © 2020 SAGE Pub.

Open Systems Perspective
• Organizations exchange information, material
& energy with their environment. They are not
isolated
• A system is the product of its interrelated and
interdependent parts
• It represents a complex web of
interrelationships, not a chain of linear
cause–effect relationships

Dynamic Complexity because
Systems are:
•Constantly changing

•Self-organizing

•Tightly coupled

•Adaptive

•Governed by feedback

•Characterized by trade-offs

•Nonlinear

•Counterintuitive

•History-dependent

•Policy resistant

Open Systems Perspective (cont.)
• A system seeks equilibrium and one at
equilibrium will only change if energy is applied
• Individuals within a system may have views of the
system’s function and purpose that differ greatly from
those of others
• Things that occur within and/or to open systems
should not be viewed in isolation. See them as
interconnected, interdependent components of a
complex system
Deszca, Ingols & Cawsey, Organizational Change: An Action-Oriented Toolkit, 4th ed.. © 2020 SAGE Pub.

Nadler & Tushman’s
Organizational Congruence Model
Transformation Process
Output

Input

Informal
Organization

Environment
(PESTEL)

Strategy
Resources
History /
Culture

Work

Formal
Organization

People

Systems

Unit

Individual

Nadler & Tushman’s
Organizational Congruence Model
Environmental

Transformation Process

Pressures for
Change

Output
Informal
Organization

Input

Systems

Environment
(PESTEL)
Strategy

Work

Formal
Organization

Unit

Resources
History /
Culture

People

Individual

Analyzing Organizations Using Nadler and
Tushman’s Model
1.Use the congruence model to describe your organization or an
organization you are familiar with. Categorize the key components
(environment, strategy, tasks, etc.). What outputs are desired? Are
they achieved?
2. Is the strategy in line with organization’s environmental inputs? Are
the transformation processes aligned well with the strategy? How do
they interact to produce the outputs?
3.When you evaluate your organization’s outputs, are there things
your organization should address?
4. Are there aspects of how your organization works that you have
difficulty understanding? If so, what resources could you access to
help with this analysis?
Deszca, Ingols & Cawsey, Organizational Change: An Action-Oriented Toolkit, 4th ed.. © 2020 SAGE Pub.

Linear Event View of the World

Goal
Gap /
Problem

Decision /
Action

Results

Situation

Issues & Problems with the Linear View
• Time delays and lag effects related to variables
and outcomes you are trying to manage (e.g.,
inventory stocks and flows, customer satisfaction
and purchase decisions)

• Complexity makes cause–effect relationships
difficult to predict and track
• Attribution Errors and False Learning often result
from the above
Deszca, Ingols & Cawsey, Organizational Change: An Action-Oriented Toolkit, 4th ed.. © 2020 SAGE Pub.

A Feedback Model

Decisions

Environment

But Feedback Models are Messier

Decisions
Goals

Environment
Side Effects

Goals of Others
Action of Others
Deszca, Ingols & Cawsey, Organizational Change: An Action-Oriented Toolkit, 4th ed.. © 2020 SAGE Pub.

Quinn’s Competing Values Framework
Flexibility

Internally
Focused

Externally
Focused

Quinn’s Competing Values Framework (cont.)
Flexibility
Human
Resources
View

Open
Systems
View

Internally
Focused

Externally
Focused
Internal
Processes
View

Rational
Economic
View

Quinn’s Competing Values Framework (cont.)
Flexibility
Human Resources View
• How to work with individuals and
groups
• Teamwork and HR dept.
• Mentor and group facilitator roles

Open Systems View
• How to use power and manage
change
• The challenge of change
• Innovator and broker roles

Internally
Focused

Externally
Focused

Internal Processes View
• How to understand & control
the work unit
• Consolation and continuity
• Internal monitor and
coordinator
roles

Rational Economic View
• How to stimulate individual and
collective achievement
• Maximization of output
• Producer and director roles

Greiner’s Five Phases of Organizational Growth
Size of
organization

PHASE 1

PHASE 2

PHASE 3

PHASE 4

PHASE 5

5: Crisis of ?

LARGE
Evolution stages
Revolution stages

4: Crisis of
RED TAPE

5: Growth through
COLLABORATION

3: Crisis of
CONTROL

2: Crisis of
AUTONOMY

4: Growth through
COORDINATION
3: Growth through
DELEGATION

1: Crisis of
LEADERSHIP

2: Growth through
DIRECTION

SMALL

1: Growth through
CREATIVITY

YOUNG
Age of Organization

MATURE

Stacy’s Complexity Theory and
Organizational Change
• Organizations are webs of nonlinear feedback
loops that are connected with individuals and
organizations through similar webs
• These feedback systems operate in stable and
unstable states of equilibrium, even to the point
at which chaos ensues
• Organizations are inherently paradoxes, pulled by
forces of stability and instability
Deszca, Ingols & Cawsey, Organizational Change: An Action-Oriented Toolkit, 4th ed.. © 2020 SAGE Pub.

Stacy’s Complexity Theory and Organizational
Change (cont.)
• If organizations give into forces of stability, they
become ossified and change impaired
• If organizations succumb to forces of instability,
they will disintegrate
• Success is when organizations exist between
frozen stability and chaos

Stacy’s Complexity Theory and Organizational
Change (cont.)
• Short-term dynamics (or noise) are characterized by irregular cycles
and discontinuous trends, but long-term trends are identifiable
• A successful organization faces an unknowable specific future
because things can and do happen
• Agents can’t control the long-term future—they can only act in
relation to the short term
• Long-term development is a spontaneous, self-organizing process
that may give rise to new strategic directions
• It is through this process that managers create and come to know the
environments and long-term futures of their organizations

Summary
• When assessing organizations, think of them as open systems—
webs of interconnected and interdependent relationships that interact
with the environment
• Change often originates in the external environment.
• Change upsets the internal equilibrium in an organization and
thus may be resisted.
• Both evolutionary and revolutionary change is needed for
organizational growth
• We need to understand the WHY and WHAT of change.
• Models in this chapter have focused on the WHAT of change
• Change is not clean and linear—it is messy
Deszca, Ingols & Cawsey, Organizational Change: An Action-Oriented Toolkit, 4th ed.. © 2020 SAGE Pub.

Name

CT_Rubric_100

Description

100 Points

Rubric Detail
Levels of Achievement
Criteria

Exceeds Expectation

Meets Expectation

Some Expectations

Unsatisfactory

Content

33 to 35 points

29 to 32 points

26 to 28 points

0 to 25 points

Demonstrates
substantial and
extensive knowledge of
the materials, with no
errors or major
omissions.

Demonstrates adequate
knowledge of the
materials; may include
some minor errors or
omissions.

Demonstrates fair
knowledge of the materials
and/or includes some
major errors or omissions.

Fails to demonstrate
knowledge of the
materials and/or
includes many major
errors or omissions.

33 to 35 points

29 to 32 points

26 to 28 points

0 to 25 points

Provides strong thought,
insight, and analysis of
concepts and
applications.

Provides adequate
thought, insight, and
analysis of concepts and
applications.

Provides poor though,
insight, and analysis of
concepts and applications.

Provides little or no
thought, insight, and
analysis of concepts and
applications.

15 to 15 points

13 to 14 points

11 to 12 points

0 to 10 points

Sources go above and
beyond required criteria
and are well chosen to
provide effective
substance and
perspectives on the
issue under
examination.

Sources meet required
criteria and are
adequately chosen to
provide substance and
perspectives on the issue
under examination.

Sources meet required
criteria but are poorly
chosen to provide
substance and perspectives
on the issue under
examination.

Source selection and
integration of knowledge
from the course is clearly
deficient.

15 to 15 points

13 to 14 points

11 to 12 points

0 to 10 points

Project is clearly
organized, well written,
and in proper format as
outlined in the
assignment. Strong
sentence and paragraph
structure, contains no
errors in grammar,
spelling, APA style, or
APA citations and
references.

Project is fairly well
organized and written
and is in proper format as
outlined in the
assignment. Reasonably
good sentence and
paragraph structure, may
include a few minor
errors in grammar,
spelling, APA style, or APA
citations and references.

Project is poorly organized
and written and may not
follow proper format as
outlined in the assignment.
Inconsistent to inadequate
sentence and paragraph
development, and/or
includes numerous or
major errors in grammar,
spelling, APA style or APA
citations and references.

Project is not organized
or well written and is not
in proper format as
outlined in the
assignment. Poor quality
work; unacceptable in
terms of grammar,
spelling, APA style, and
APA citations and
references.

Analysis

Sources

Demonstrates
college-level
proficiency in
organization,
grammar and
style.

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