Parallel learning structure

Parallel learning structure

Parallel learning structure created org. structures for planning & guiding change programmes. Dale & Zand introduced this concept in 1974 under the label collateral organization & defined it as a supplemental org coexisting with the usual, formal org.. The purpose is to deal with the ill-structured problems the formal org. unable to resolve. Gervase Bushe & Abraham Shani extended the work on this & titled as Parallel Learning Structure. They are the mechanism to facilitate innovation in large bureaucratic orgs. where hierarchical communication patterns, & standard ways of addressing problems inhibit learning, innovation & change. Parallel learning structure are a vehicle for learning how to change the system & then leading the change process.

 Creating an informal, flexible collateral organization to supplement existing organization, to solve problems that a regular organization cannot solve.

WHAT IS IT?
Parallel Learning Structures (also known as Communities of Practice) promote innovation and change in large bureaucratic organizations while retaining the advantages of bureaucratic design. Groups representing various levels and functions work to open new channels of communication outside of and parallel to the normal, hierarchical structure. Parallel Learning Structures may be a form of Knowledge Management. Knowledge Management involves capturing the organization's collective expertise wherever it resides (in databases, on paper, or in people's heads) and distributing it to the people who need it in a timely and efficient way.

Parallel Learning Structures:

WHEN TO USE IT To develop and implement organization-wide innovations. To foster innovation and creativity within a bureaucratic system. To support the exchange of knowledge and expertise among performers. To capture the organization's collective expertise. HOW TO USE IT Look for existing, informal exchanges that naturally occur among staff members. Have interested parties convene (assemble) and develop a mission statement or list the outcomes. Determine what support (e.g., time, facilities, and technology) would facilitate the information exchange and learning. Publicize when and where the exchanges take place. Establish a process for organizing and recording the corporate knowledge.

Bushe& shine; they offer the term as a generic label to cover interventions where: 1. a structure is created that 2. operates parallel with the formal hierarchy & structure & 3. has the purpose of increasing an org. learning Parallel learning structure consists of steering committee & a number of working groups that study what changes are needed, make recommendations for improvement & monitoring the change efforts. That it should have representatives from all parts of the org. one or more top executives should be the members of the steering committee to give the parallel structure authority , legitimacy. It help people break free of the normal constraints imposed by the org. engage in genuine enquiry & experimentation & initiate need changes.

They are the foundation of OD because they are prevalent in many OD programmes It helps to create bounded space & time for thinking, talking, deciding & acting differently than normally takes place at work. High performance org. use parallel structures to coordinate self directed teams. Ex., Ford Motor company a steering committee & working teams were used to coordinate the employee involvement teams. They are the best way to initiate change in large bureaucratic orgs. when change involves a fundamental shift in the orgs. methods of work & culture.

Normative-Reeducative Strategy

The essence of a Organizational Self-Renewal according to Robert Chin is having a Normative-Reeducative Strategy.

This is defined as a strategy that believes the norms of the organization's interaction-influence system (attitudes, beliefs, and values--in other words, culture) can be deliberately shifted to more productive norms by collaborative action of the people

Strategy Empirical-Rational

Description
People are rational and will follow their selfinterest once it is revealed to them. Change is based on the communication of information and the proffering of incentives.

Normative-Reeducative

People are social beings and will adhere to cultural norms and values. Change is based on redefining and reinterpreting existing norms and values, and developing commitments to new ones.

Power-Coercive

People are basically compliant and will generally do what they are told or can be made to do. Change is based on the exercise of authority and the imposition of sanctions.

 People are social beings and will adhere to cultural norms and values. Successful change is based on re de-fining and reinterpreting existing norms and values, and developing commitments to new ones. For the most part, most people do want to fit in and go along. They will go with the flow. The trick here is figuring out how to establish and define the flow.

 Change strategy here focuses squarely on culture what people believe about their world, their work and themselves and the ways in which people behave so as to be consistent with these beliefs. Ordinarily, culture doesnt change quickly and certainly not overnight this strategy works only when the relationships between the formal and in-formal organizations are at least cordial and hopefully harmonious. Almost all change efforts have long-term as well as short-term goals To some extent, the long-term change strategy will have to incorporate some normative re educative actions

 Norms form the basis for behavior, and change comes through reeducation in which old norms are discarded and replaced by new ones. Changes in normative orientations involve changes in: Attitudes Values Skills Relationships Norms can be best changed by focusing on the group, not the individual.

Chin& Benne suggest that a normative- re-educative strategy has the following implications for the practice of OD. 1 The client system members define what changes & improvement they want to make rather than OD practitioner. 2 The practitioner intervenes in collaborative way with the clients & together they define problems & seek solutions. 3 Anything hindering effective problem solving is brought to light & publicly examined i.e. doubts, anxieties & negative feelings. 4 Solutions to problems are not a priori assigned to greater technical information but may reside in values, attitudes, relationship & customary ways of doing things. 5 The norms to be changed & the form of reeducation are decided by the client system members.

Norms help determine individuals behaviors & a normative reeducative strategy of changing pervades the practice of OD.

Applied Behavioral Science

It is based on a "helping relationship." OD is the application of behavioural science knowledge, practices, and skills on ongoing systems in collaboration with system members. OD practitioners know about the patterns (which produce effectiveness and ineffectiveness in human behavior) through research and theory.

Applied Behavioral Science: OD is an application of behavioral science, Pure/ Basic Science, Applied Science Generating knowledge, Knowledge to Solve practical problems, Practice Theory. Diagnosing the situation, then selecting and implementing treatments based on diagnosis, and finally evaluating the effects of the treatments. What helps me solve this problem? What helps me solve real problems?

 Pure or basic science Uses knowledge for its own sake. Applied or practice science uses known principles to solve practical problems. OD emphasizes applied science or practice.

Applied Behavioral Science

OD is an application of behavioral science Pure/ Basic Science
Generating knowledge

Applied Science
Knowledge to Solve practical problems

Practice Theory : Diagnosing the situation, then selecting and implementing treatments based on diagnosis, and finally evaluating the effects of the treatments.
Practice Research Practice Theory
Applied Science Pure/ basic science

What helps me solve this problem? Applied Behavioral Science What helps me solve real problems? Behavioral Science Research

Behavioral Science Theory

 activities of the practitioner The problem that confronts a practitioner is a state of disequilibrium that requires rectification. The practitioner examines the problem situations, on the basis on which he or she prescribes a solution that, hopefully, re establishes the equilibrium, thereby solving the problem. This process is referred to as Diagnosis and treatment.

Diagnosis and treatment.

Diagnosis and treatment.: The diagnostic typology allows the practitioner to know what category of situation he or she has examined. The treatment typology allows the practitioner to know what remedial efforts to apply to correct the problem.

 From this practice theory the OD practitioner works; first diagnosing the situation, then selecting & implementing treatments based on the diagnosis & finally evaluating the effects of the treatments.

Action research

INTRODUCTION
Dual purpose of action research:
Making action more effective. Building a body of scientific knowledge around that action.

Action refers to: Programs and interventions designed to solve problems and improve conditions.

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Action research
Concerned with social change and, more particularly,
with effective, permanent social change, Lewin believed that the motivation to change was strongly related to action: If people are active in decisions affecting them, they are more likely to adopt new ways. "Rational social management", he said, "proceeds in a spiral of steps, each of which is composed of a circle of planning, action, and factfinding about the result of action".

A Process and An Approach

Action research is a process, an ongoing series of events and actions. Definition:
Action research is the process of systematically collecting research data about an ongoing system relative to some objective, goal, or need of that system; feeding these data back into the system; taking actions by altering selected variables within the system based both on the data and on hypotheses; and evaluating the results of actions by collecting more data.

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 Lewin's description of the process of change involves three steps :

"Unfreezing": Faced with a dilemma or disconfirmation, the individual or group becomes aware of a need to change. "Changing": The situation is diagnosed and new models of behaviour are explored and tested. "Refreezing": Application of new behaviour is evaluated, and if reinforcing, adopted.

Systems Model of ActionResearch Process

 Figure summarizes the steps and processes involved in planned change through action research. Action research is depicted as a cyclical process of change. The cycle begins with a series of planning actions initiated by the client and the change agent working together. The principal elements of this stage include a preliminary diagnosis, data gathering, feedback of results, and joint action planning. In the language of systems theory, this is the input phase, in which the client system becomes aware of problems as yet unidentified, realizes it may need outside help to effect changes, and shares with the consultant the process of problem diagnosis.

 The second stage of action research is the action, or transformation, phase. This stage includes actions relating to learning processes (perhaps in the form of role analysis) and to planning and executing behavioural changes in the client organization. As shown in Figure , feedback at this stage would move via Feedback Loop A and would have the effect of altering previous planning to bring the learning activities of the client system into better alignment with change objectives. Included in this stage is action-planning activity carried out jointly by the consultant and members of the client system. Following the workshop or learning sessions, these action steps are carried out on the job as part of the transformation stage.

 The third stage of action research is the output, or results, phase. This stage includes actual changes in behaviour (if any) resulting from corrective action steps taken following the second stage. Data are again gathered from the client system so that progress can be determined and necessary adjustments in learning activities can be made . Minor adjustments of this nature can be made in learning activities via Feedback Loop B (see Figure ). Major adjustments and re evaluations would return the OD project to the first, or planning, stage for basic changes in the program