By Clayton Alderfer
The perform of Organizational analysis: conception & tools offers a brand new paradigm for interpreting the intergroup dynamics of organisations by way of combining the methods of organizational prognosis with the speculation of embedded intergroup relatives. during this quantity, Alderfer explains the relevance of the paradigm idea for the current paintings, exhibits the significance of intergroup relatives within the formative association stories, studies extant modes of organizational prognosis, and demonstrates the constraints of interpersonal and intra-group theories. He then offers the 5 legislation of embedded intergroup family members as a reaction to the issues linked to the sooner paintings. After evaluating and contrasting alterative team point theories and explaining the various meanings of empirical help, the writer describes the empirical foundation of the 5 legislation. in line with interpreting substitute codes behavior and using the 5 legislation, he presents his prescriptions for the moral foundation of sound diagnostic perform. With the idea and moral place in position, he then explains strategies for carrying out every one part of organizational analysis: access, info assortment, info research, and suggestions. He follows that via reporting the empirical bases for the tools utilized in the 4 stages. the quantity concludes through describing the classes and academic tactics crucial for teaching humans to behavior organizational diagnoses. A habitual subject from starting to finish is that the lawfulness of human habit with regards to enterprises is as acceptable to diagnosticians, even if operating by myself or in groups, because it is to their consumers. through addressing concept, strategy, information, and values, the amount provides an entire paradigm for organizational prognosis.
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Additional resources for The Practice of Organizational Diagnosis: Theory and Methods
Example text
It became an alternative to teaching about group and organizational behavior by case studies, lectures, and textbook readings alone. The crucial element in experiential education was that participants had the opportunity to learn from their own behavior—rather than trying to imagine themselves into (or deny the relevance of) reports about others. Social Technology and Theory 21 Emotionally engaging and powerful, the invention of experiential education opened the eyes of many to the underlying dynamics of leadership and social organization and to the possibilities of alternative forms (Kleiner, 1996).
K. Rice mode of experiential learning in its early years, technical advances in conference design and new theoretical insights moved along hand-in-hand. Changes in one were often followed by changes in the other. Survey Feedback Mann (1957) and his associates at the University of Michigan first employed survey feedback as a tool for changing organizations in the years immediately following World War II. The basic elements of the social technology were to: (a) collect data about work experiences by questionnaire; (b) analyze that data quantitatively in a manner that permitted “family groups” of organization members to meet together, examine their own results, and compare themselves to other groups; (c) obtain the assistance from behavioral science professionals for organization members in preparing the data and conducting the meetings; and (d) use the outcomes of the feedback meetings as the basis for bringing about “data-based” organizational changes.
Although NTL laboratory activities included “theory sessions,” which brought abstract concepts to the attention of laboratory participants, theory was generally viewed as less important than the data produced by social technologies. The quest for new technologies proliferated without an equivalent search for better theory (cf. Hornstein, Bunker, Burke, Gindes, and Lewicki, 1971). Even though NTL initially came into being in order to address problems in race relations, the primary focus of the Institute in its early years came to be improving interpersonal relations through feedback in the T-group.