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</head> |
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<body> |
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<div class="container"> |
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<header> |
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<h1>Management of Change Concept Map</h1> |
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<p class="description">Interactive visualization of change management concepts, strategies, and examples across 16 chapters. Click on any concept to explore full details.</p> |
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</header> |
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<div class="content"> |
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<div class="sidebar"> |
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<h3>Chapters Overview</h3> |
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<ul> |
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<li class="active" data-target="chapter1">Chapter 1: Fundamentals of MOC</li> |
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<li data-target="chapter2">Chapter 2: Sustainable Development</li> |
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<li data-target="chapter3">Chapter 3: OD Core Process & Models</li> |
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<li data-target="chapter4">Chapter 4: Interventions for Change</li> |
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<li data-target="chapter5">Chapter 5: Individual Level OD</li> |
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<li data-target="chapter6">Chapter 6: Group/Team Level OD</li> |
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<li data-target="chapter7">Chapter 7: Organization Level OD</li> |
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<li data-target="chapter8">Chapter 8: Organisation Culture</li> |
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<li data-target="chapter9">Chapter 9: HR as OD Interventions</li> |
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<li data-target="chapter10">Chapter 10: Talent Management OD</li> |
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<li data-target="chapter11">Chapter 11: Org Learning, KM, Innovation</li> |
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<li data-target="chapter12">Chapter 12: OD in Global Context</li> |
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<li data-target="chapter13">Chapter 13: OD in Entrepreneurial Firms</li> |
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<li data-target="chapter14">Chapter 14: OD in Family Firms</li> |
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<li data-target="chapter15">Chapter 15: OD in NPOs & SEs</li> |
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<li data-target="chapter16">Chapter 16: OD in Educational Inst.</li> |
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</ul> |
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</div> |
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<div class="main-content"> |
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<div class="concept-map"> |
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<div class="concept-node main-topic"> |
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Management of Change and Organizational Development (OD) |
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</div> |
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<div class="concept-node color-1" data-content="chapter1"> |
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<h3>Chapter 1: Fundamentals of MOC</h3> |
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<p>Urgency, Transient Advantage, Innovation, Value Innovation, Generic Strategy</p> |
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</div> |
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<div class="concept-node color-2" data-content="chapter2"> |
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<h3>Chapter 2: Sustainable Development</h3> |
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<p>Urgency, Misconceptions, Stages, Leading Future, Assumptions, Social Enterprise</p> |
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</div> |
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<div class="concept-node color-3" data-content="chapter3"> |
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<h3>Chapter 3: OD Core Process & Models</h3> |
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<p>Planned Change, Lewin, Action Research, Appreciative Inquiry, Models, Metaphors, Congruence</p> |
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</div> |
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<div class="concept-node color-4" data-content="chapter4"> |
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<h3>Chapter 4: Interventions for Change</h3> |
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<p>Kotter's Model, Pace, Types, Human Process, Techno-structural, HRM, Strategic</p> |
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</div> |
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<div class="concept-node color-5" data-content="chapter5"> |
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<h3>Chapter 5: Individual Level OD</h3> |
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<p>Psychology of Change, Direct Rider, Motivate Elephant, Shape Path, Process Interventions</p> |
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</div> |
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<div class="concept-node color-6" data-content="chapter6"> |
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<h3>Chapter 6: Group/Team Level OD</h3> |
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<p>Importance of Teams, Diagnostic Model, Team Problems, Interventions, Virtual Teams</p> |
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</div> |
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<div class="concept-node color-7" data-content="chapter7"> |
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<h3>Chapter 7: Organization Level OD</h3> |
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<p>System-Wide, Intergroup, Whole System Interventions</p> |
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</div> |
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<div class="concept-node color-8" data-content="chapter8"> |
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<h3>Chapter 8: Organisation Culture</h3> |
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<p>Definition, Values, Framework, Types, Importance, Transmitting, Sources, Changing</p> |
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</div> |
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<div class="concept-node color-9" data-content="chapter9"> |
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<h3>Chapter 9: HR as OD Interventions</h3> |
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<p>HR Functions, PMS as OD</p> |
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</div> |
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<div class="concept-node color-10" data-content="chapter10"> |
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<h3>Chapter 10: Talent Management OD</h3> |
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<p>Definition, Coaching/Mentoring, MDPs/LDPs, Career Planning</p> |
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</div> |
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<div class="concept-node color-11" data-content="chapter11"> |
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<h3>Chapter 11: Org Learning, KM, Innovation</h3> |
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<p>Importance, Senge's Disciplines, Building Learning Org, Innovation Types</p> |
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</div> |
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<div class="concept-node color-12" data-content="chapter12"> |
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<h3>Chapter 12: OD in Global Context</h3> |
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<p>Cultural Dimensions, Indian Values, Economies, Globalising Companies</p> |
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</div> |
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<div class="concept-node color-13" data-content="chapter13"> |
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<h3>Chapter 13: OD in Entrepreneurial Firms</h3> |
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<p>Context, Diagnostic Framework, Life Cycle Stages</p> |
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</div> |
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<div class="concept-node color-14" data-content="chapter14"> |
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<h3>Chapter 14: OD in Family Firms</h3> |
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<p>Importance, Challenges, Interventions, Succession, Indian Concepts</p> |
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</div> |
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<div class="concept-node color-15" data-content="chapter15"> |
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<h3>Chapter 15: OD in NPOs & SEs</h3> |
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<p>Boundaries, Differences, Process, Concepts, Interventions</p> |
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</div> |
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<div class="concept-node color-16" data-content="chapter16"> |
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<h3>Chapter 16: OD in Educational Inst.</h3> |
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<p>Debates, Historical, Interventions in Schools, Higher Ed</p> |
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</div> |
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</div> |
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</div> |
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</div> |
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</div> |
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<div class="modal-overlay" id="modalOverlay"> |
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<div class="modal-content"> |
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<button class="modal-close" id="modalClose">×</button> |
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<h2 class="modal-title" id="modalTitle">Chapter Details</h2> |
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<div class="modal-body" id="modalBody"> |
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</div> |
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</div> |
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</div> |
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<script> |
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// Full content data for each chapter |
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const contentData = { |
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chapter1: { |
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title: "Chapter 1: Fundamentals of Management of Change", |
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content: ` |
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<h4>1.1 Urgency for Management of Change</h4> |
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<p>The study of management of change is crucial due to the <strong>rapid emergence of disruptive technologies</strong> and their impact on businesses, governance, communication, and education.</p> |
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<ul> |
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<li><strong>Examples of Disruptive Technologies</strong>: Machine learning, blockchain, big data analytics, small data analytics, Internet of Things (IoT), wearable technology, artificial intelligence (AI), robotics, additive manufacturing, virtual reality (VR), cloud-based technology, and quantum computing.</li> |
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<li>The <strong>job market in 2040</strong> is largely unknown, with possibilities ranging from mass redundancy due to automation to new job creation and greater prosperity, highlighting the need for change management.</li> |
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<li>The course aims to prepare individuals <strong>mentally to lead the change process</strong>, not just to cope with it.</li> |
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</ul> |
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|
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<h4>1.2 Competitive Advantage and Transient Advantage</h4> |
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<p>Competitive advantage is <strong>not fixed in nature</strong>; organisations must operate on a <strong>transient advantage</strong>.</p> |
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<ul> |
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<li><strong>Transient Advantage Economy</strong>: An economic state where competitive advantages are temporary, requiring constant innovation and adaptation.</li> |
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<li><strong>Obstacles to Innovation</strong>: |
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<ul> |
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<li>Best talent preferring established products/markets.</li> |
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<li><strong>Rigid structures and processes</strong> that hinder innovation.</li> |
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<li>Lack of time/incentive for innovation not aligned with Key Responsibility Areas (KRAs).</li> |
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<li>"Empires to protect" – leaders prolonging existing, declining businesses.</li> |
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</ul> |
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</li> |
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<li><strong>Indicators of Readiness for Transient Advantage</strong>: |
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<ul> |
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<li><strong>Control of critical resources</strong> by separate strategic thinking groups, not just established businesses.</li> |
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<li>Systematic ways to <strong>disengage from businesses</strong> that no longer offer a bright future.</li> |
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<li>Recognition that <strong>failures are unavoidable</strong> and a robust process for learning from them.</li> |
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<li><strong>Innovation as an ongoing systematic core process</strong>, not an intermittent one.</li> |
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<li>Willingness to <strong>pull resources from successful businesses</strong> to fund uncertain opportunities.</li> |
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<li>Best people spending time on new opportunities, not just problem-solving.</li> |
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</ul> |
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</li> |
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<div class="examples"> |
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<h4>Examples of Harnessing Transient Advantage</h4> |
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<ul> |
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<li><strong>Walmart</strong>: Expanded from retail into healthcare and phone cards, realising competitive advantage is not industry-bound.</li> |
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<li><strong>Vodafone</strong>: Launched m-pesa for electronic transfers in Africa, moving beyond traditional telecom services.</li> |
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<li><strong>Cognizant</strong>: Initiated "job of the future" by systematically studying industries and partnering with clients for future changes, building multi-industry competency.</li> |
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<li><strong>ITC (Indian Tobacco Company)</strong>: Dropped "Indian Tobacco Company" from its name, recognised tobacco's declining future, and leveraged existing distribution for agro-business, including retail packaged food and partnering with farmers (e-Choupal).</li> |
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<li><strong>Bramble (Australia)</strong>: Focused on client experiences and solutions by pre-packaging products to fit retail store dimensions, simplifying unloading for retailers.</li> |
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<li><strong>Qt (Software company)</strong>: Built a community by providing services and opportunities for tinkering/innovation on its platform.</li> |
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<li><strong>TripAdvisor</strong>: Created a platform for user interaction, making the community self-sustainable.</li> |
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<li><strong>Airbnb</strong>: Moved beyond just providing accommodation information to building a community that offers local insights and experiences, generating value beyond transactions.</li> |
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<li><strong>Netflix</strong>: Demonstrated "healthy disengagement" by phasing out video CD rental business and transitioning to internet-based services, building new capabilities while existing advantages still existed.</li> |
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<li><strong>3M</strong>: Maintained a norm of generating one-third of revenue/profit from products developed in the last 5 years, highlighting innovation as a system, not just an initiative.</li> |
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<li><strong>Wipro</strong>: Established an "ideation hierarchy" with a Chief Ideation Officer and committees, fostering innovation as a culture and process, leading to numerous spin-offs and business leaders.</li> |
|
|
</ul> |
|
|
</div> |
|
|
</ul> |
|
|
|
|
|
<h4>1.3 Innovation</h4> |
|
|
<p>Innovation is not solely about developing new products; it also involves <strong>process, marketing, and business model innovations</strong>.</p> |
|
|
<ul> |
|
|
<li><strong>Profitability vs. Investment</strong>: While new product development often requires more investment, <strong>process and marketing innovation can yield higher profitability gains</strong>.</li> |
|
|
<li><strong>Evolution of Innovation Focus</strong>: |
|
|
<ul> |
|
|
<li><strong>1960s-70s</strong>: Focused on technological innovation (lab to market).</li> |
|
|
<li><strong>1980s-90s</strong>: Shifted to marketing level innovation.</li> |
|
|
<li><strong>Today</strong>: Boardroom level, combining technology, marketing, and new business models (ecosystem).</li> |
|
|
</ul> |
|
|
</li> |
|
|
</ul> |
|
|
|
|
|
<h4>1.4 Value Innovation (Blue Ocean Strategy)</h4> |
|
|
<p><strong>Value innovation</strong> focuses on <strong>customer experience</strong> rather than internal strategy and resources.</p> |
|
|
<ul> |
|
|
<li><strong>Kim and Mauborgne (Blue Ocean Strategy)</strong>: Popularised this concept, advocating for creating new market space (blue ocean) instead of competing in existing ones (red ocean) by redrawing the value curve.</li> |
|
|
<li><strong>Key Steps in Value Innovation (Redrawing the Value Curve)</strong>: |
|
|
<ul> |
|
|
<li><strong>Identify factors</strong> valuable for customers.</li> |
|
|
<li><strong>Compare value curves</strong> against competitors.</li> |
|
|
<li><strong>Reduce</strong> factors below industry standard.</li> |
|
|
<li><strong>Eliminate</strong> factors taken for granted or no longer valuable.</li> |
|
|
<li><strong>Create</strong> factors never offered by the industry.</li> |
|
|
<li><strong>Raise</strong> factors well above industry standard.</li> |
|
|
</ul> |
|
|
</li> |
|
|
<li><strong>Customer Insight</strong>: The most difficult step, as customers often cannot articulate their needs. Deep, intimate understanding is required.</li> |
|
|
<div class="examples"> |
|
|
<h4>Examples of Value Innovation</h4> |
|
|
<ul> |
|
|
<li><strong>Body Shop</strong>: Focused on natural ingredients, giving less attention to price, packaging, cosmetic science, and glamour, against established players.</li> |
|
|
<li><strong>Budget Airlines</strong>: Prioritised low fares and some ancillary services, reducing investment in luxury, primary airports, and high-quality meals, creating a new market.</li> |
|
|
<li><strong>Formula 1 Hotels</strong>: Identified truck drivers' primary needs (comfort, cleanliness, quietness, quick meals) and reduced costs on non-essential services like elaborate restaurants and lobbies.</li> |
|
|
<li><strong>Commerce Bank (USA)</strong>: Entered a highly banked market by focusing on <strong>longest banking hours (8 am-8 pm)</strong> and <strong>human service ("service with a smile")</strong>, attracting talent through innovative invitation cards and simplifying products for less academically qualified, yet naturally service-oriented, staff. They offered worst rates for deposits/loans but succeeded by valuing customer convenience and experience.</li> |
|
|
</ul> |
|
|
</div> |
|
|
</ul> |
|
|
|
|
|
<h4>1.5 Generic Strategy</h4> |
|
|
<p>Cost leadership, differentiation, and niche are generic strategies, and it's difficult for one company to pursue all three simultaneously, except for rare exceptions like Google. Organisations often need to make trade-offs.</p> |
|
|
` |
|
|
}, |
|
|
chapter2: { |
|
|
title: "Chapter 2: Sustainable Development", |
|
|
content: ` |
|
|
<h4>2.1 The Urgency of Sustainable Development</h4> |
|
|
<p>Sustainable development is a <strong>powerful factor redefining the business landscape</strong>.</p> |
|
|
<ul> |
|
|
<li><strong>The Divide</strong>: Scharmer and Kaufer highlight an increasing divide in society: |
|
|
<ul> |
|
|
<li><strong>Ecological Divide</strong>: Impact of human activity on ecology (pollution, byproduct of production). <strong>Earth's carrying capacity</strong> is its ability to absorb environmentally degrading stuff.</li> |
|
|
<li><strong>Socio-economic Divide</strong>: Inequality in income and opportunities, leading to social disharmony and unrest. Utilitarian principles (doing good for the largest number) are insufficient for social/economic policy.</li> |
|
|
<li><strong>Inner/Cultural/Spiritual Divide</strong>: Lack of meaning in life, mental health issues (depression, anxiety, insomnia), leading to somatic diseases. India faces a significant concern with youth suicides.</li> |
|
|
</ul> |
|
|
</li> |
|
|
<li><strong>Why Business Should Worry</strong>: Organisations produce over 70% of the world's GDP and are new forms of collective life after family and society. They cannot be oblivious to planetary and societal issues as their activities depend on the planet's condition.</li> |
|
|
</ul> |
|
|
|
|
|
<h4>2.2 Misconceptions about Environmentally Sustainable Business</h4> |
|
|
<p>Common perceptions that hinder sustainable practices:</p> |
|
|
<ul> |
|
|
<li>Producing green products disadvantages them against rivals in developing countries due to increased costs.</li> |
|
|
<li>Suppliers cannot provide green inputs or transparency.</li> |
|
|
<li>Sustainable manufacturing demands additional investment in technology/equipment.</li> |
|
|
<li>Customers are unwilling to pay a premium for eco-friendly products.</li> |
|
|
</ul> |
|
|
|
|
|
<h4>2.3 Stages of Sustainable Business Integration</h4> |
|
|
<p>Organisations integrate sustainability in phases:</p> |
|
|
<ul> |
|
|
<li><strong>Stage 1: Sustainable Products and Services</strong> (Implicitly discussed, e.g., developing eco-friendly products).</li> |
|
|
<li><strong>Stage 2: Sustainable Value Chain</strong>. |
|
|
<ul> |
|
|
<li>Focus on reducing non-renewable resource consumption.</li> |
|
|
<li>Extend eco-friendly processes from manufacturing to the supply chain, working with suppliers and retailers.</li> |
|
|
<li><strong>Tools</strong>: Enterprise carbon management, carbon/energy footprint analysis, life cycle assessment.</li> |
|
|
<div class="examples"> |
|
|
<h4>Examples</h4> |
|
|
<ul> |
|
|
<li><strong>Cargill and Unilever</strong>: Invested in technological development and worked with communities for sustainable practices in cultivating oil, cocoa, soya bean. Unilever India aimed for a sustainable supply chain by 2015 (no child labour, harmful chemicals).</li> |
|
|
<li><strong>Coca-Cola India</strong>: Transformed its supply chain to become "water positive" after criticism for high water usage.</li> |
|
|
<li><strong>FedEx</strong>: Replaced old aircraft with new, fuel-efficient ones, saving 35% fuel and reducing carbon footprint.</li> |
|
|
<li><strong>IBM, AT&T, McKesson</strong>: Used telecommuting/telecomputing for sustainable value chains (e.g., 3 lakh IBM employees work from home).</li> |
|
|
<li><strong>Cisco</strong>: Adopted a policy of taking back products for recycling and value recapturing, even before regulatory requirements.</li> |
|
|
</ul> |
|
|
</div> |
|
|
</ul> |
|
|
</li> |
|
|
<li><strong>Stage 3: Designing Sustainable Products and Services</strong>. |
|
|
<ul> |
|
|
<li>Catering to environmentally conscious customers with eco-friendly products.</li> |
|
|
<div class="examples"> |
|
|
<h4>Examples</h4> |
|
|
<ul> |
|
|
<li><strong>P&G</strong>: Through life cycle assessment, found domestic electricity use for hot water washing was a major environmental impact. Developed washing powders (Cool Clean, Tide Cold Water, Arial) that work equally well with cold water, saving energy.</li> |
|
|
<li><strong>Clorox</strong>: Launched "Green Works" line of non-synthetic cleaning products after $20 million R&D, significantly shifting customer behaviour towards eco-friendly products (from 2-5% to 25-40% adoption). They charged a premium, partnered with retailers (Walmart, Safeway), and gained endorsement from Sierra Club (an environmental NGO).</li> |
|
|
</ul> |
|
|
</div> |
|
|
</ul> |
|
|
</li> |
|
|
<li><strong>Stage 4: Developing New Business Models based on Sustainability Logic</strong>. |
|
|
<ul> |
|
|
<li>Discovering novel ways to capture revenue and provide services.</li> |
|
|
<div class="examples"> |
|
|
<h4>Examples</h4> |
|
|
<ul> |
|
|
<li><strong>FedEx and Kinko Print Shop</strong>: Collaborated to offer electronic document transfer and local printing/delivery, eliminating physical shipping.</li> |
|
|
<li><strong>Celera (Waste Management)</strong>: Used <strong>biomimicry</strong> (learning from nature, e.g., asking "ask nature" website) to innovate in waste management.</li> |
|
|
</ul> |
|
|
</div> |
|
|
</ul> |
|
|
</li> |
|
|
</ul> |
|
|
|
|
|
<h4>2.4 Leading from the Emerging Future (Scharmer and Kaufer)</h4> |
|
|
<p>This framework focuses on deep change: <strong>"seeing, presencing, and enacting"</strong>.</p> |
|
|
<ul> |
|
|
<li><strong>Suspending Judgement (Seeing)</strong>: Understanding what is happening in the planet and society.</li> |
|
|
<li><strong>Redirecting</strong>: Questioning if the current situation (ecological, cultural, spiritual divides) is desirable and envisioning a different, higher quality future. This is a struggle in consciousness.</li> |
|
|
<li><strong>Presencing</strong>: Sensing what needs to be done beyond logical analysis, leading to envisioning.</li> |
|
|
<li><strong>Realizing and Embodied Enacting</strong>: Implementing the envisioned changes.</li> |
|
|
<li><strong>Institutionalizing</strong>: Converting these changes into organizational forms.</li> |
|
|
<li><strong>Mindsets</strong>: |
|
|
<ul> |
|
|
<li><strong>Closed Mind</strong>: Leads to blaming, de-sensing, and lack of innovation.</li> |
|
|
<li><strong>Open Mind, Open Heart, Open Will</strong>: Essential for deep change, fostering seeing, sensing, presencing, crystallizing ideas, and co-creating.</li> |
|
|
</ul> |
|
|
</li> |
|
|
</ul> |
|
|
|
|
|
<h4>2.5 Challenging Basic Assumptions for Sustainable Business</h4> |
|
|
<ul> |
|
|
<li><strong>Efficiency</strong>: Not only operational but also planetary impact.</li> |
|
|
<li><strong>Growth</strong>: Localization with many smaller organisations can also be good for the planet.</li> |
|
|
<li><strong>CSR (Corporate Social Responsibility)</strong>: Often follows a "leftover hypothesis" (what's left after shareholders/employees), which may not lead to fundamental change.</li> |
|
|
<li><strong>Sustainable Development</strong>: Not primarily to protect nature, but to <strong>protect humanity</strong> from environmental degradation and social concerns.</li> |
|
|
<li><strong>Individual Success</strong>: May lead to <strong>collective failure</strong> (e.g., environmental degradation, inequality, meaninglessness increasing despite individual achievements).</li> |
|
|
<li><strong>For-profit organisations</strong>: Can operate with a <strong>social logic</strong> and social purpose.</li> |
|
|
</ul> |
|
|
|
|
|
<h4>2.6 Social Enterprise</h4> |
|
|
<ul> |
|
|
<li><strong>Definition</strong>: For-profit organisations operating with a social logic, addressing social issues like education, health, inequality, inclusion. They apply innovation to social problems.</li> |
|
|
<li><strong>Addressing Market and Government Failures</strong>: |
|
|
<ul> |
|
|
<li><strong>Market failures</strong>: Markets focus on obvious, short-term costs/benefits, less effective for long-term factors like climate change. Social enterprises show how businesses can deliver social benefits and tackle intractable problems like poverty, unemployment, environmental issues, and fair trade.</li> |
|
|
<li><strong>Government failures</strong>: Governments struggle with diversity of needs, are often paternalistic, fostering dependency. Social enterprises offer more personalised, engaging, adaptable public services, treating people as participants, not just recipients.</li> |
|
|
</ul> |
|
|
</li> |
|
|
<li><strong>Distinction from Other Organisations</strong>: |
|
|
<ul> |
|
|
<li><strong>Mainstream Business</strong>: Input from financial/commodity markets, lean production, output is consumer markets (price, quality, brand), social value via jobs/profit/tax.</li> |
|
|
<li><strong>Socially Responsible Business</strong>: Similar to mainstream but greater attention to ethical/environmental issues, green/fair trade branding, meeting social goals for better business.</li> |
|
|
<li><strong>Social Enterprise</strong>: Input from ethical investment/fair trade, heavily biased towards social inclusion/environmental objectives, green/fair trade/social inclusion central to brands, <strong>social goal is primary, business goal is secondary</strong>.</li> |
|
|
<li><strong>Public Services</strong>: Input from tax/borrowing, public employment, output is access to public services, non-market public good at large scale.</li> |
|
|
<li><strong>NGOs/Voluntary Organisations</strong>: Input from charity/donations, process is volunteering, output is gift-giving (no charges), social value from contribution to giving culture.</li> |
|
|
</ul> |
|
|
</li> |
|
|
<div class="examples"> |
|
|
<h4>Examples of Social Enterprises in India</h4> |
|
|
<ul> |
|
|
<li><strong>Gram Power</strong>: Addressed electricity provision in remote villages (Rajasthan) with micro-grids on solar power, ensuring payment collection by using business logic.</li> |
|
|
<li><strong>Fabindia</strong>: Networked with hundreds of villages in Odisha/Chhattisgarh, partnering with farmers to provide bamboo pulp for paper manufacturing, creating sustainable livelihoods and loyal suppliers.</li> |
|
|
<li><strong>INI Farms (Bangalore)</strong>: Networked with farmers end-to-end, providing education, purchasing products, and storage, benefiting farmers financially and socially.</li> |
|
|
<li><strong>Amul</strong>: A cooperative of lakhs of farmers, addressing market access and storage for milk, with over 80% of revenue going back to farmers.</li> |
|
|
</ul> |
|
|
</div> |
|
|
<li><strong>Redefining Management Processes</strong>: Sustainability logic will redefine all management processes (supply chain, marketing, finance, operations) to account for social and environmental costs/benefits, and educate customers on well-being.</li> |
|
|
</ul> |
|
|
` |
|
|
}, |
|
|
chapter3: { |
|
|
title: "Chapter 3: Organizational Development (OD) - Core Process and Models", |
|
|
content: ` |
|
|
<h4>3.1 Planned Change Process</h4> |
|
|
<p>OD aims to move an organisation from one level to another.</p> |
|
|
<ul> |
|
|
<li><strong>BizSoft Case Study</strong>: An Indian IT firm with 16,000 employees, successful but not in the "big league" (2,000 million dollars revenue). Faces decreasing project size and increasing need for digitisation. Challenge: how to grow and reach the big league. This is an <strong>opportunity deficit</strong>, not a crisis, requiring transformation focused on <strong>competency building</strong>.</li> |
|
|
<li><strong>Two Broad Approaches to Change</strong>: |
|
|
<ul> |
|
|
<li><strong>Economic Approach</strong>: Emphasises cost-saving and quick measures.</li> |
|
|
<li><strong>Competency Building Approach</strong>: Emphasises building people's capabilities to do different and better things.</li> |
|
|
</ul> |
|
|
</li> |
|
|
</ul> |
|
|
|
|
|
<h4>3.2 Lewin's Change Model (Classic Model)</h4> |
|
|
<ul> |
|
|
<li><strong>Unfreezing</strong>: Creating a sense of urgency, shaking up basic assumptions, making people aware of the need for change. (Corresponds to <strong>Mobilizing Phase</strong> in Kotter's model).</li> |
|
|
<li><strong>Movement</strong>: Implementing different things (cost cutting, competency building, using consultants, technology, organisational design changes). (Corresponds to <strong>Movement Phase</strong> in Kotter's model).</li> |
|
|
<li><strong>Refreezing</strong>: Reaching a desired stable level. <em>Modern understanding</em> recognises that <strong>"there is nothing like freezing"</strong>; it's a constant improvement process, often called <strong>"permanent white water"</strong> (Peter Block) or <strong>"VUCA world"</strong> (Volatile, Uncertain, Complex, Ambiguous). (Corresponds to <strong>Sustain Phase</strong> in Kotter's model).</li> |
|
|
</ul> |
|
|
|
|
|
<h4>3.3 Action Research Approach</h4> |
|
|
<ul> |
|
|
<li><strong>Elements</strong>: <strong>Action</strong> (managerial steps like competence building, cost-cutting) and <strong>Research</strong> (approaching problems as knowledge problems, systematic data collection, hypothesis testing).</li> |
|
|
<li><strong>Process</strong>: Problem identification (consultation), data gathering (primary diagnosis), feedback (joint diagnosis with client/consultant), joint action plan, action, outcome analysis (validate hypothesis), and iteration.</li> |
|
|
<li><strong>Role</strong>: Manager as a <strong>reflective manager and social scientist</strong>, not just an activist manager focused on immediate problem-solving.</li> |
|
|
<li><strong>Characteristics</strong>: Diagnostic, participative, empirical, experimental.</li> |
|
|
<li><strong>Origin</strong>: Evolved with the <strong>Socio-technical School (Tavistock School)</strong> in the 1950s-60s, which views organisations as interacting social and technical systems.</li> |
|
|
</ul> |
|
|
|
|
|
<h4>3.4 Positive Models (Appreciative Inquiry - AI)</h4> |
|
|
<ul> |
|
|
<li><strong>Basic Tenet</strong>: Organisations are <strong>"miracles to be embraced,"</strong> not just problems to be solved.</li> |
|
|
<li><strong>Focus</strong>: Initiates inquiry into <strong>what is working well</strong>, best practices, positive forces ("life-giving forces").</li> |
|
|
<li><strong>Process (4-D Cycle)</strong>: |
|
|
<ul> |
|
|
<li><strong>Discovery</strong>: "What gives life? The best of what is?" Appreciating the positives and strengths.</li> |
|
|
<li><strong>Dream</strong>: "What might be?" Envisioning a preferred future based on positivity and potentials, using analogies, colours, pictures.</li> |
|
|
<li><strong>Design</strong>: "How can it be?" Creating provocative propositions for ideal organisation (systems, processes).</li> |
|
|
<li><strong>Destiny</strong> (formerly Delivery): "How to empower, learn, adjust, improvise?" Strengthening system capability, creating learning processes, forming groups, deciding actions.</li> |
|
|
</ul> |
|
|
</li> |
|
|
<li><strong>Principles behind AI's Success</strong>: |
|
|
<ul> |
|
|
<li><strong>Constructionist Principle</strong>: Human reality is socially constructed through conversations and perceptions. Positive conversations create positive realities.</li> |
|
|
<li><strong>Simultaneity Principle</strong>: Inquiry and change are not separate; change begins with the inquiry itself. The questions asked inspire future images.</li> |
|
|
<li><strong>Poetic Principle</strong>: Organisations are like poetry, constantly evolving and open to multiple interpretations, not fixed like machines. Allows for studying any human experience (e.g., "executive joy").</li> |
|
|
<li><strong>Anticipatory Principle</strong>: Collective imagination and discourse about the future are infinite human resources for change. The image of the future guides current behaviour; by projecting possibilities, we create that future.</li> |
|
|
<li><strong>Positive Principle</strong> (implicitly guides the process).</li> |
|
|
</ul> |
|
|
</li> |
|
|
<li><strong>Impact</strong>: AI has influenced hundreds of organisations globally, from commercial to government and developmental bodies, promoting positive change.</li> |
|
|
</ul> |
|
|
|
|
|
<h4>3.5 Similarities and Differences in Planned Change Models</h4> |
|
|
<ul> |
|
|
<li><strong>Similarities</strong>: |
|
|
<ul> |
|
|
<li>Change precedes by diagnosis/preparation.</li> |
|
|
<li>Application of behavioural science knowledge.</li> |
|
|
<li>Stress on involvement of organisational members.</li> |
|
|
<li>Recognition of the role of consultants.</li> |
|
|
</ul> |
|
|
</li> |
|
|
<li><strong>Differences</strong>: |
|
|
<ul> |
|
|
<li><strong>General vs. Specific Activities</strong>: Action learning for specific problems vs. broader systemic change.</li> |
|
|
<li><strong>Centrality of Consultant Role</strong>: Active in typical consulting, collaborator/facilitator in positive models.</li> |
|
|
<li><strong>Problem-solving vs. Social Constructionism</strong>: Lewin/Action Learning focus on solving problems, while Positive models focus on social construction of reality and positive stories.</li> |
|
|
</ul> |
|
|
</li> |
|
|
</ul> |
|
|
|
|
|
<h4>3.6 General Model of Planned Change</h4> |
|
|
<ul> |
|
|
<li><strong>Steps (Iterative)</strong>: |
|
|
<ol> |
|
|
<li><strong>Entering and Contracting</strong>: Formal agreement between internal/external consultant and organisation.</li> |
|
|
<li><strong>Diagnosis</strong>: Essential first step. Collaborative process between members and consultant to collect pertinent information, analyse, and draw conclusions. Differs from medical diagnosis as it's collaborative and participative.</li> |
|
|
<li><strong>Planning and Implementing Change</strong>: Designing and executing interventions.</li> |
|
|
<li><strong>Evaluation and Institutionalization</strong>: Assessing impact and embedding changes.</li> |
|
|
</ol> |
|
|
</li> |
|
|
<li><strong>Diagnosis in OD</strong>: Comparable to a software architect or requirements collector, as the person diagnosing also broadly frames the action plan.</li> |
|
|
</ul> |
|
|
|
|
|
<h4>3.7 Organizational Metaphors</h4> |
|
|
<p>Gareth Morgan's "Images of Organization" describes organisations using various metaphors to understand their complexities:</p> |
|
|
<ul> |
|
|
<li><strong>Machine</strong>: Input, process, output; focuses on efficiency, but lacks human unpredictability.</li> |
|
|
<li><strong>Organism</strong>: Living system, life-giving forces, nutrients, but not as complex as social interactions.</li> |
|
|
<li><strong>Family/Society</strong>: Complex social interactions, relationships, nurturing.</li> |
|
|
<li><strong>Brain</strong>: System that creates and processes information.</li> |
|
|
<li><strong>Cultures</strong>: Shared values, beliefs, rituals, norms, heroes, artifacts.</li> |
|
|
<li><strong>Political System</strong>: Power groups, struggles, influence.</li> |
|
|
<li><strong>Psychic Prison</strong>: People adopt roles and are confined by them.</li> |
|
|
<li><strong>Flux and Networks</strong>: Dynamic interactional chains.</li> |
|
|
<li><strong>Open System</strong>: Most commonly used metaphor in OD. Has inputs (information, energy, people), transformation process, and outputs (goods, services, ideas), with feedback loops. |
|
|
<ul> |
|
|
<li><strong>Properties of Living Systems (Open System)</strong>: |
|
|
<ul> |
|
|
<li><strong>Everything is a system</strong>: Part of a bigger system, made of smaller systems.</li> |
|
|
<li><strong>Input-Transformation-Output</strong>: Constant flow.</li> |
|
|
<li><strong>Artificial Boundaries</strong>: Necessary for study, allowing focus on critical forces/nodal points for change.</li> |
|
|
<li><strong>Feedback</strong>: Ability to receive and respond to feedback is a sign of a living system.</li> |
|
|
<li><strong>Equifinality</strong>: Same outcome can be achieved through different routes/ways.</li> |
|
|
<li><strong>Alignment</strong>: Components are aligned to each other for a healthy system.</li> |
|
|
</ul> |
|
|
</li> |
|
|
</ul> |
|
|
</li> |
|
|
</ul> |
|
|
|
|
|
<h4>3.8 Organizational Diagnostic System (Nadler-Tushman Congruence Model)</h4> |
|
|
<p>Superimposes the open systems model on an organisation:</p> |
|
|
<ul> |
|
|
<li><strong>Input</strong>: General environment (unforeseen competition, e.g., banks vs. telecom, Walmart vs. pharma) and industry structure.</li> |
|
|
<li><strong>Design Components</strong>: |
|
|
<ul> |
|
|
<li><strong>Technology</strong>: Means of converting inputs to outputs, must be appropriate for strategy and competence.</li> |
|
|
<li><strong>Strategy</strong>: Pathway to long-term objectives; involves choices (cost leadership, niche, differentiation).</li> |
|
|
<li><strong>Structure</strong>: How tasks are divided (functional, divisional, matrix, team-based, virtual, boundaryless); should support strategy.</li> |
|
|
<li><strong>HR System</strong>: Ensuring people have skills, mindset, capability, knowledge to deliver performance.</li> |
|
|
<li><strong>Measurement System</strong>: Financial (lagging indicators like ROI, profitability) and strategic health (leading indicators like employee morale, branding, motivation, innovation, social/moral climate).</li> |
|
|
</ul> |
|
|
</li> |
|
|
<li><strong>Culture</strong>: Overarching, combined effect of the 5 design factors; "like water to a fish".</li> |
|
|
<li><strong>Output</strong>: Organisational effectiveness.</li> |
|
|
<li><strong>Key Questions</strong>: Do design components fit with input? Are they internally consistent and mutually supportive?</li> |
|
|
</ul> |
|
|
` |
|
|
}, |
|
|
chapter4: { |
|
|
title: "Chapter 4: Interventions for Change", |
|
|
content: ` |
|
|
<h4>4.1 Kotter's 8-Step Model (Refined Lewin's Model)</h4> |
|
|
<p><strong>Mobilizing Phase</strong>:</p> |
|
|
<ol> |
|
|
<li><strong>Establish a sense of urgency</strong>: Communicate the need for change across the organisation.</li> |
|
|
<li><strong>Form a powerful guiding coalition</strong>: Recruit influential people, as change needs collective support.</li> |
|
|
<li><strong>Create a strong vision</strong>: Leaders provide a clear and compelling direction (e.g., Bank of Baroda chairman using Maharaja's image).</li> |
|
|
<li><strong>Communicate the vision for buy-in</strong>: In creative ways to large numbers of people.</li> |
|
|
</ol> |
|
|
<p><strong>Movement Phase</strong>:</p> |
|
|
<ol start="5"> |
|
|
<li><strong>Empower others to act on the vision</strong>: Trust people to make decisions and provide capacity.</li> |
|
|
<li><strong>Plan for and create short-term wins</strong>: Set milestones to motivate people, celebrate achievements (e.g., Six Sigma projects, balanced scorecards).</li> |
|
|
</ol> |
|
|
<p><strong>Sustain Phase</strong>:</p> |
|
|
<ol start="7"> |
|
|
<li><strong>Consolidate improvements and produce still more changes</strong>: Don't lose intensity after initial success; continue building.</li> |
|
|
<li><strong>Institutionalize new approaches</strong>: Embed changes into normal processes, systems, and culture (e.g., CMM levels for capability maturity).</li> |
|
|
</ol> |
|
|
|
|
|
<h4>4.2 Pace of Change</h4> |
|
|
<p>Depends on <strong>direction</strong> (urgency, dissatisfaction, support, clear changes, informed change agent) and <strong>persuasion</strong> (no crisis, high commitment, complex changes, need for constituent support).</p> |
|
|
|
|
|
<h4>4.3 Intervention Definition and Types</h4> |
|
|
<ul> |
|
|
<li><strong>Definition</strong>: A set of sequenced and planned actions or events intended to help organisations increase effectiveness by purposely disrupting the status quo.</li> |
|
|
<li><strong>Good Intervention</strong>: Relevant, based on causal knowledge, transfers competence to members.</li> |
|
|
<li><strong>Preconditions for Success</strong>: Valid information, free and informed choices, internal commitment.</li> |
|
|
<li><strong>Examples</strong>: Leadership development, performance appraisal changes, salary structure changes, ERP implementation.</li> |
|
|
<li><strong>Categories of Interventions</strong>: |
|
|
<ol> |
|
|
<li><strong>Human Process Interventions</strong>: Focus on individual and group behaviours (conflict resolution, leadership development, attitude building, mindset). They look at underlying assumptions, beliefs, values, morals, and norms.</li> |
|
|
<li><strong>Techno-structural Interventions</strong>: Focus on technology as a driver and its impact on organisation design (ERP, organisation design change, downsizing, reengineering, TQM).</li> |
|
|
<li><strong>Human Resource Management (HRM) Interventions</strong>: Leverage HR processes (reward/recognition, performance management, coaching/mentoring, career planning).</li> |
|
|
<li><strong>Strategic Interventions</strong>: Major shifts in long-term objectives or functioning (mergers/acquisitions, alliances, integrated strategic change, business model changes).</li> |
|
|
</ol> |
|
|
</li> |
|
|
</ul> |
|
|
|
|
|
<h4>4.4 Specific Human Process Interventions</h4> |
|
|
<ul> |
|
|
<li><strong>Process Consultation and Team Building</strong>: Help groups understand, diagnose, and improve their behaviour. Team building goes through storming, norming, performing, joining.</li> |
|
|
<li><strong>Conflict Resolution</strong>: Third-party facilitated process to make people aware of each other's perspectives and reconcile.</li> |
|
|
<li><strong>Organisational Confrontation Meetings</strong>: Departments address perceptions and misperceptions with a facilitator.</li> |
|
|
<li><strong>Intergroup Relationships</strong>: Address silos and fragmentation through integration efforts.</li> |
|
|
<li><strong>Large Group Interventions</strong>: Engage hundreds/thousands of people for change (strategic planning, open space method, world cafe).</li> |
|
|
</ul> |
|
|
|
|
|
<h4>4.5 Specific Techno-structural Interventions</h4> |
|
|
<ul> |
|
|
<li><strong>Organisation Design Change</strong>: Crucial, sensitive changes to communication, reward, and power systems (functional, divisional, matrix, network, virtual, team-based).</li> |
|
|
<li><strong>Downsizing</strong>: Reducing organisation size (layoffs, attrition, redeployment, early retirement; or reducing units, delayering).</li> |
|
|
<li><strong>Reengineering</strong>: Fundamental rethinking and radical redesign of processes for dramatic improvement.</li> |
|
|
<li><strong>Parallel Structures</strong>: Used in R&D to work on crucial projects simultaneously with different teams.</li> |
|
|
<li><strong>High Involvement Organisation/High Performance Work Systems</strong>: Combination of HR and structural interventions.</li> |
|
|
<li><strong>Total Quality Management (TQM)</strong>: Holistic intervention involving everyone to enhance processes/systems.</li> |
|
|
</ul> |
|
|
|
|
|
<h4>4.6 Specific HRM Interventions</h4> |
|
|
<ul> |
|
|
<li><strong>Performance Management System (PMS)</strong>: Performance appraisal, development, planning. Changes in appraisal must be supported by development.</li> |
|
|
<li><strong>Reward System</strong>: Pareto law (20% top performers, 80% results) challenges normal distribution, leading to differentiated rewards (e.g., Google, Microsoft, Netflix).</li> |
|
|
<li><strong>Coaching and Mentoring</strong>: Mentoring for perspective, coaching for specific skills. Needs to be systematic.</li> |
|
|
<li><strong>Career Planning and Development</strong>: Crucial in knowledge economy where people identify with profession/technology.</li> |
|
|
<li><strong>Training (MDP/LDP)</strong>: Systematic, embedded learning, combination of in-class, outdoor, coaching, action learning.</li> |
|
|
<li><strong>Managing Workforce Diversity</strong>: Essential for innovation, inclusive growth, market sensitivity.</li> |
|
|
<li><strong>Fun at Work/Employee Wellness Programs</strong>: Address mental, physical, spiritual, emotional energy (e.g., Art of Living, Isha Foundation, mindfulness).</li> |
|
|
</ul> |
|
|
|
|
|
<h4>4.7 Specific Strategic Interventions</h4> |
|
|
<ul> |
|
|
<li><strong>Integrated Strategic Change</strong>: Major shifts in product portfolio or business model (e.g., ITC's shift from tobacco to positive products).</li> |
|
|
<li><strong>Organisation Design/Business Model/Culture Change</strong>: Transformational changes.</li> |
|
|
<li><strong>Merger and Acquisition (M&A)</strong>: Transitional change, requires financial <em>and</em> cultural due diligence (most M&As fail due to cultural integration issues).</li> |
|
|
<li><strong>Alliances and Networks</strong>: For geographical reach, customer segments, market/new segment access.</li> |
|
|
<li><strong>Self-Designing Organisation</strong>: Non-conventional designs supported by community/society.</li> |
|
|
<li><strong>Organisation Learning and Knowledge Management</strong>: Knowledge as competitive advantage (e.g., Google, 3M).</li> |
|
|
<li><strong>Built-to-Change Organisations</strong>: Dynamic, adapt portfolio based on global/technological/economic forces (e.g., Milliman).</li> |
|
|
</ul> |
|
|
` |
|
|
}, |
|
|
chapter5: { |
|
|
title: "Chapter 5: Individual Level OD Interventions", |
|
|
content: ` |
|
|
<h4>5.1 Psychology of Change (Chip and Dan Heath's "Switch")</h4> |
|
|
<ul> |
|
|
<li><strong>Brain Parts</strong>: Emotional (elephant – instinctive, pleasure/pain, stronger but lazy, prefers immediate gratification) and Rational (rider – logic, deliberative, analytical, directs).</li> |
|
|
<li><strong>Problem</strong>: Most changes fail because the <strong>elephant is not sufficiently motivated</strong> to follow the rider's directions.</li> |
|
|
<li><strong>Solution (3 Key Actions)</strong>: |
|
|
<ol> |
|
|
<li><strong>Direct the Rider</strong>: Provide clear intellectual direction.</li> |
|
|
<li><strong>Motivate the Elephant</strong>: Engage emotions.</li> |
|
|
<li><strong>Shape the Path</strong>: Tweak the environment to make change easier.</li> |
|
|
</ol> |
|
|
</li> |
|
|
</ul> |
|
|
|
|
|
<h4>5.2 Directing the Rider</h4> |
|
|
<ol> |
|
|
<li><strong>Find the Bright Spots</strong>: Identify what's working and replicate it. |
|
|
<ul> |
|
|
<li><strong>Jerry Sternin in Vietnam</strong>: Tackled child malnutrition by observing non-malnourished children's families. Found mothers adding shrimps to rice. Popularised this practice.</li> |
|
|
<li><strong>Magic Iron Fish</strong>: Releases iron during cooking, popular in Nepal.</li> |
|
|
<li><strong>Drumsticks</strong>: High nutritional value, widely available in India.</li> |
|
|
</ul> |
|
|
</li> |
|
|
<li><strong>Script the Critical Moves</strong>: Provide specific, clear instructions. |
|
|
<ul> |
|
|
<li><strong>Water-borne diseases</strong>: Critical move was to construct toilets.</li> |
|
|
<li><strong>Cancer patients (adolescents)</strong>: Used video games to remind teenagers to take medication, reducing relapse.</li> |
|
|
</ul> |
|
|
</li> |
|
|
<li><strong>Point to the Destination</strong>: Provide a clear, compelling vision of the desired future. |
|
|
<ul> |
|
|
<li><strong>"Teach for America" campaign</strong>: Linked activity to a larger goal.</li> |
|
|
<li><strong>Ernakulam (Kerala)</strong>: Declared 100% literate, motivating other districts and collectors with a clear destination.</li> |
|
|
</ul> |
|
|
</li> |
|
|
</ol> |
|
|
|
|
|
<h4>5.3 Motivating the Elephant</h4> |
|
|
<ol> |
|
|
<li><strong>Feel the Feeling (Make it Tangible)</strong>: Translate abstract problems into emotional experiences. |
|
|
<ul> |
|
|
<li><strong>GE Purchase Manager</strong>: Stacked 24 similar gloves from different suppliers in a meeting room entrance to tangibly show waste and complexity, leading to reduction in suppliers and designs.</li> |
|
|
</ul> |
|
|
</li> |
|
|
<li><strong>Shrink the Change</strong>: Make the change feel less daunting. |
|
|
<ul> |
|
|
<li><strong>Car Wash Experiment</strong>: Giving 10 coupons with 2 pre-stamped (feeling 20% done) was more effective than giving 8 coupons, making the remaining task seem smaller.</li> |
|
|
</ul> |
|
|
</li> |
|
|
<li><strong>Grow Your People</strong>: Instill confidence and foster a belief in capability.</li> |
|
|
</ol> |
|
|
|
|
|
<h4>5.4 Shaping the Path</h4> |
|
|
<ol> |
|
|
<li><strong>Tweak the Environment</strong>: Make desired behaviours easier to perform.</li> |
|
|
<li><strong>Build Habits</strong>: Automate positive actions.</li> |
|
|
</ol> |
|
|
|
|
|
<h4>5.5 Process Interventions</h4> |
|
|
<ul> |
|
|
<li><strong>Definition</strong>: Activities by a consultant to help group/organisational members understand, diagnose, and improve their behaviour. Aims to help groups use their own resources to solve interpersonal problems and improve working.</li> |
|
|
<li><strong>Focus</strong>: Change underlying <strong>beliefs, assumptions, values, morals, and norms</strong> that drive behaviour, rather than just behaviour itself.</li> |
|
|
<li><strong>Role of Consultant</strong>: <strong>Facilitator</strong> who builds trust-based relationships to enable client reflection and articulation.</li> |
|
|
<li><strong>Key Techniques</strong>: |
|
|
<ul> |
|
|
<li><strong>Johari Window</strong>: Helps individuals understand their known/unknown aspects to self and others (open, blind spot, hidden, unknown), expanding the "open window" for authentic relationships and communication.</li> |
|
|
<li><strong>Ladder of Inference (Laddering)</strong>: Helps individuals reflect on how they select data, add meaning, make assumptions, draw conclusions, and form beliefs, which then influence their actions. It encourages questioning assumptions and seeking different interpretations to resolve conflicts and miscommunications. |
|
|
<ul> |
|
|
<li><strong>Examples of changing beliefs</strong>: From "give customers what they want" to "help customers fully understand their need" (cross-selling); from "criticism damages relationship" to "honesty with respect strengthens relationship" (feedback); from "knowledge is power (hoarding)" to "sharing information magnifies power" (KM).</li> |
|
|
</ul> |
|
|
</li> |
|
|
</ul> |
|
|
</li> |
|
|
<li><strong>Outcome</strong>: People become more functional, effective, and joyful in their roles.</li> |
|
|
</ul> |
|
|
` |
|
|
}, |
|
|
chapter6: { |
|
|
title: "Chapter 6: Group/Team Level OD Interventions", |
|
|
content: ` |
|
|
<h4>6.1 Importance of Teams</h4> |
|
|
<ul> |
|
|
<li>Teams are pervasive in modern workplaces (executive, management, project, matrix, marketing, sales) across various sectors.</li> |
|
|
<li><strong>Definition of Team vs. Group</strong>: Teams have <strong>more specific roles</strong> for members and <strong>more complementarity in competencies</strong> than a mere group.</li> |
|
|
<li><strong>Common Team Problems</strong>: Ineffective leadership, conflict, sub-optimal output, poor decision-making, unclear mission, free-riding, lack of connection to larger organisation.</li> |
|
|
</ul> |
|
|
|
|
|
<h4>6.2 Group Level Diagnostic Model (Worley and Cummings)</h4> |
|
|
<ul> |
|
|
<li><strong>Input</strong>: Organisation design (bigger system).</li> |
|
|
<li><strong>Design Components</strong>: |
|
|
<ul> |
|
|
<li><strong>Goal Clarity</strong>: Clear team objectives.</li> |
|
|
<li><strong>Task Structure</strong>: How tasks are organised.</li> |
|
|
<li><strong>Group Composition</strong>: Skills, knowledge, attitudes of members.</li> |
|
|
<li><strong>Group Functioning</strong>: How the team performs its tasks, process data (e.g., turnaround time).</li> |
|
|
<li><strong>Performance Norms</strong>: Agreed-upon behaviours, interactions, punctuality.</li> |
|
|
</ul> |
|
|
</li> |
|
|
<li><strong>Output</strong>: Type and quality of team results.</li> |
|
|
<li><strong>Diagnosis</strong>: Starts with data collection (interviews, anonymous surveys, observation) and triangulation (corroborating data from different angles).</li> |
|
|
</ul> |
|
|
|
|
|
<h4>6.3 Types of Team Problems and Interventions</h4> |
|
|
<ul> |
|
|
<li><strong>Type I: Team Building Problems</strong> (Forming & Storming stages). |
|
|
<ul> |
|
|
<li><strong>Symptoms</strong>: Problem in team constitution, lack of clear expectations, lack of appreciation for differences.</li> |
|
|
<li><strong>Focus</strong>: Goal setting, role clarification, task structure, group composition.</li> |
|
|
<li><strong>Interventions</strong>: |
|
|
<ul> |
|
|
<li><strong>Expectation Setting & Team Charter</strong>: Clear objectives, roles, reward mechanisms.</li> |
|
|
<li><strong>Team Role Analysis (Belbin)</strong>: Identifies 9 roles (shaper, completer, implementer, etc.), promoting complementarity and leadership effectiveness.</li> |
|
|
<li><strong>Role Negotiation</strong>: Formal process (not focusing on emotions) where members explicitly define expectations, demands, and willingness to exchange behaviours, creating written agreements.</li> |
|
|
</ul> |
|
|
</li> |
|
|
</ul> |
|
|
</li> |
|
|
<li><strong>Type II: Team Performance Problems</strong>. |
|
|
<ul> |
|
|
<li><strong>Symptoms</strong>: Ineffective group norms, conflict among members, inefficient resource management, lack of decision-making/problem-solving competency.</li> |
|
|
<li><strong>Focus</strong>: Examining performance norms, improving group functioning.</li> |
|
|
<li><strong>Interventions</strong>: |
|
|
<ul> |
|
|
<li><strong>Problem Solving & Decision Making</strong>: Training in structured problem-solving steps, group decision-making techniques (standard agenda, brainstorming, nominal group technique, consensus voting/ranking).</li> |
|
|
<li><strong>Lateral Thinking (de Bono's 6 Hats)</strong>: To promote creative and innovative solutions.</li> |
|
|
<li><strong>Project Management Training</strong>: Embedded learning combining classroom, coaching, action learning projects (e.g., Six Sigma).</li> |
|
|
<li><strong>Design Thinking</strong>: Empathising with end customers, prototyping for innovation.</li> |
|
|
<li><strong>Performance Norms Interventions</strong>: Observation of meetings, <strong>Trust Fall</strong> (builds trust), <strong>360-degree appraisal</strong>, <strong>DISC profiling</strong> (dominance, influence, compliance, steadiness).</li> |
|
|
<li><strong>Personal Management Interview (PMI)</strong>: Follow-up to team building to sustain long-term effects by negotiating roles and increasing accountability.</li> |
|
|
</ul> |
|
|
</li> |
|
|
</ul> |
|
|
</li> |
|
|
<li><strong>Type III: Team-Organisation Connection Problems</strong>. |
|
|
<ul> |
|
|
<li><strong>Symptoms</strong>: Team focused on itself, losing connection to the larger organisation, narrow scope.</li> |
|
|
<li><strong>Focus</strong>: Organisational objectives, systems perspective.</li> |
|
|
<li><strong>Interventions</strong>: Strategic planning involvement, stakeholder mapping, intergroup collaboration, intergroup role negotiation. |
|
|
<ul> |
|
|
<li><strong>Example (Executive Committee Conflict)</strong>: Role negotiation.</li> |
|
|
<li><strong>Example (Team Derailment)</strong>: Type 3 problem; lack of understanding of organisational priorities.</li> |
|
|
</ul> |
|
|
</li> |
|
|
</ul> |
|
|
</li> |
|
|
</ul> |
|
|
|
|
|
<h4>6.4 OD in Virtual Teams</h4> |
|
|
<ul> |
|
|
<li><strong>Relevance</strong>: Many OD interventions are applicable.</li> |
|
|
<li><strong>Key Strategies</strong>: |
|
|
<ul> |
|
|
<li>Utilize communication technologies for goal setting and performance.</li> |
|
|
<li>Dialogue interventions (e.g., shared mental models) effective in video conference teams.</li> |
|
|
<li>Use asynchronous tools (wikis, shared portals).</li> |
|
|
<li>Proactive help between members builds interpersonal closeness.</li> |
|
|
<li>Frequent, short, content-oriented messages maintain closeness.</li> |
|
|
<li><strong>Initial face-to-face team building meetings enhance performance</strong>.</li> |
|
|
</ul> |
|
|
</li> |
|
|
</ul> |
|
|
` |
|
|
}, |
|
|
chapter7: { |
|
|
title: "Chapter 7: Organization Level OD Interventions", |
|
|
content: ` |
|
|
<h4>7.1 System-Wide Process Interventions</h4> |
|
|
<p>Focus on issues affecting the whole organisation (new products, environmental challenges, technology).</p> |
|
|
<ul> |
|
|
<li><strong>GE Workout Meetings (Confrontation Meetings)</strong>: |
|
|
<ul> |
|
|
<li><strong>Definition</strong>: OD intervention to overcome barriers of rank, function, geography, bureaucracy, and culture for efficient decision-making and accelerated implementation.</li> |
|
|
<li><strong>Core Components</strong>: Critical business issue, high-performance team (cross-departmental), accelerated decision-making/implementation.</li> |
|
|
<li><strong>Process</strong>: Identify champion/sponsor, schedule meeting, create multi-perspective groups (different functions/hierarchies), set ground rules, groups identify problems/opportunities, report out to large group, create master list, form new problem-solving groups (specialists), develop action plans/timelines, periodic reporting.</li> |
|
|
<li><strong>Prerequisites</strong>: Specific strategic challenge, representation of large system, robust implementation plan with feedback/review.</li> |
|
|
<li><strong>Used by</strong>: Philips, Bristol-Myers Squibb, Yellow Freight, Frito-Lay, Borden, Novartis, Joy Mining Machinery.</li> |
|
|
</ul> |
|
|
</li> |
|
|
</ul> |
|
|
|
|
|
<h4>7.2 Intergroup Relation Interventions</h4> |
|
|
<p>Address conflicts and demands between groups/departments.</p> |
|
|
<ul> |
|
|
<li><strong>Microcosm Groups</strong>: |
|
|
<ul> |
|
|
<li><strong>Definition</strong>: Small, representative groups solving system-wide problems in the larger system. Members' characteristics should reflect the issue (e.g., diverse group for diversity problem).</li> |
|
|
<li><strong>Mechanism</strong>: <strong>Parallel process</strong> – small representative groups intimately understand and solve complex problems.</li> |
|
|
<li><strong>Conduct</strong>: Identify system-wide issue, convene diverse group, provide group training (problem-solving, decision-making, team charter), empower with resources/info, diagnose/design/implement/evaluate interventions, ensure <strong>organisational commitment (key challenge)</strong> through transparency and extensive communication (inviting senior managers, union reps, reporting development), then dissolve.</li> |
|
|
<li><strong>Example</strong>: Addressing customer complaints and internal conflicts in a welding electrode plant.</li> |
|
|
</ul> |
|
|
</li> |
|
|
<li><strong>Resolving Intergroup Conflict</strong>: |
|
|
<ul> |
|
|
<li><strong>Context</strong>: Most dysfunctional when there's interdependence between groups.</li> |
|
|
<li><strong>Process</strong>: Groups (with consultant) address three questions about their group, the other group, and how the other group perceives them. Exchange/clarify answers, analyse discrepancies, develop action plans to improve functioning and harmony.</li> |
|
|
<li><strong>Role of Consultant</strong>: Unbiased third party, significant in facilitating.</li> |
|
|
<li><strong>Example</strong>: Addressing conflict between quality and production departments.</li> |
|
|
</ul> |
|
|
</li> |
|
|
</ul> |
|
|
|
|
|
<h4>7.3 Whole System Interventions (Large Group Interventions)</h4> |
|
|
<p>Engage all key actors simultaneously for team building and future planning.</p> |
|
|
<ul> |
|
|
<li><strong>Future Search Conference (Weisbord)</strong>: |
|
|
<ul> |
|
|
<li><strong>Phases</strong>: |
|
|
<ol> |
|
|
<li><strong>Environmental Appreciation</strong>: What changes are happening, desirable/probable future.</li> |
|
|
<li><strong>System Analysis</strong>: History, present, desirable future of the system.</li> |
|
|
<li><strong>Integration of System and Environment</strong>: Dealing with constraints, strategies, action plans (force field analysis can be useful).</li> |
|
|
</ol> |
|
|
</li> |
|
|
<li><strong>Benefits</strong>: Diverse perspectives, empowerment ("people support what they create"), infuses energy, generates ideas.</li> |
|
|
</ul> |
|
|
</li> |
|
|
<li><strong>Strategic Planning Technique</strong>: Group reflection on mission ("what business are we in?"), analysis of domains/demands, predicting future demands, identifying ideal response, action planning, implementation (Kotter's model relevant here). |
|
|
<ul> |
|
|
<li><strong>Assumption</strong>: Strategy and innovation is everyone's job, especially those at interfaces with customers/stakeholders.</li> |
|
|
</ul> |
|
|
</li> |
|
|
<li><strong>Assumptions of Large Group Meetings</strong>: |
|
|
<ul> |
|
|
<li>Member perceptions play major role in environmental relations.</li> |
|
|
<li>Common view of environment needed for coordinated action.</li> |
|
|
<li>Perceptions must accurately reflect environment for effective response.</li> |
|
|
<li>Organisations can proactively create, not just adapt to, the environment (e.g., Ola, Uber, Swiggy, iPhone).</li> |
|
|
</ul> |
|
|
</li> |
|
|
<li><strong>Preparation</strong>: Compelling meeting theme, appropriate stakeholders, relevant tasks for action planning.</li> |
|
|
<li><strong>Open Space Method (John Harris)</strong>: |
|
|
<ul> |
|
|
<li><strong>Origin</strong>: Inspired by productive "free time" (lunch/tea breaks) in conferences.</li> |
|
|
<li><strong>Setting Conditions for Self-Organising</strong>: |
|
|
<ol> |
|
|
<li><strong>Announce Theme</strong>: Directs energy (e.g., quality control, innovation, strategic response).</li> |
|
|
<li><strong>Establish Norms</strong>: |
|
|
<ul> |
|
|
<li><strong>Law of Two Feet</strong>: Participants take responsibility for conversations and implementation; if not, don't attend.</li> |
|
|
<li><strong>Four Principles</strong>: |
|
|
<ul> |
|
|
<li>"Whoever comes is the right people".</li> |
|
|
<li>"Whatever happens is the only thing that could have happened".</li> |
|
|
<li>"Whenever it starts is the right time".</li> |
|
|
<li>"When it's over, it's over".</li> |
|
|
</ul> |
|
|
</li> |
|
|
</ul> |
|
|
</li> |
|
|
<li><strong>Participants Create Agenda</strong>: Suggest sub-themes/projects they're passionate about.</li> |
|
|
<li><strong>Coordinate Activity (Information Posting)</strong>: People sign up for projects, meet in sub-groups, document insights/ideas, report to large group. Coordinators compile discussions.</li> |
|
|
</ol> |
|
|
</li> |
|
|
<li><strong>Benefits</strong>: Promotes organisation-wide innovation, high-impact initiatives.</li> |
|
|
<li><strong>Example</strong>: Used in a large pharmaceutical company to generate innovative projects across divisions/functions.</li> |
|
|
</ul> |
|
|
</li> |
|
|
</ul> |
|
|
` |
|
|
}, |
|
|
chapter8: { |
|
|
title: "Chapter 8: Organisation Culture", |
|
|
content: ` |
|
|
<h4>8.1 Definition and Deciphering</h4> |
|
|
<ul> |
|
|
<li><strong>Definition</strong>: A set of <strong>shared values and norms</strong> that controls interactions among members and with outsiders. Vijay Sathe: "culture to employees is similar to water for a fish".</li> |
|
|
<li><strong>Clues to Decipher Culture</strong>: |
|
|
<ul> |
|
|
<li><strong>Mission, Vision, Goals</strong>.</li> |
|
|
<li><strong>Organisational Leaders and Heroes</strong>: Founders, top management, role models across the organisation.</li> |
|
|
<li><strong>Rituals and Celebrations</strong>: How people greet, interact, celebrate successes, birthdays, religious/cultural themes.</li> |
|
|
<li><strong>Physical Infrastructure</strong>: Seating arrangements, office layout.</li> |
|
|
</ul> |
|
|
</li> |
|
|
</ul> |
|
|
|
|
|
<h4>8.2 Values</h4> |
|
|
<ul> |
|
|
<li><strong>Core of Culture</strong>: Values are preferred states or means to achieve states; general criteria/standards guiding desirable/undesirable behaviours.</li> |
|
|
<li><strong>Types (Rokeach)</strong>: |
|
|
<ul> |
|
|
<li><strong>Terminal Values</strong>: Desired end states/outcomes (excellence, morality, profit).</li> |
|
|
<li><strong>Instrumental Values</strong>: Desired modes of behaviour (frugality, creativity, fun).</li> |
|
|
</ul> |
|
|
</li> |
|
|
<div class="examples"> |
|
|
<h4>Examples of Value-Driven Organisations in India</h4> |
|
|
<ul> |
|
|
<li><strong>Tata Sons</strong>: Integrity (transparency, corruption-free), Responsibility (social/natural environment), Excellence, Pioneering (innovation, new ventures), Unity (respect for employee dignity).</li> |
|
|
<li><strong>Infosys</strong>: Client Value (paramount for IT-ITES), Leadership by Example, Integrity and Transparency, Fairness, Excellence.</li> |
|
|
<li><strong>HDFC Bank</strong>: Operational Excellence, People (concern), Customer Focus, Product Leadership, Sustainability. All equally important.</li> |
|
|
</ul> |
|
|
</div> |
|
|
<li><strong>Values also influence</strong>: Norms (agreed behaviour), decision-making (guidepost in dilemmas), rituals, celebrations, and interaction style.</li> |
|
|
</ul> |
|
|
|
|
|
<h4>8.3 Competing Values Framework (Quinn)</h4> |
|
|
<p>Distinguishes organisational cultures based on two continuums:</p> |
|
|
<ul> |
|
|
<li><strong>Flexibility vs. Focus</strong>: Flexibility (decentralisation, differentiation) vs. Focus (centralisation, integration).</li> |
|
|
<li><strong>Internal vs. External Orientation</strong>: Internal (maintenance, cohesion) vs. External (growth, adaptability).</li> |
|
|
<li><strong>Four Culture Types</strong>: |
|
|
<ul> |
|
|
<li><strong>Clan Culture</strong>: High flexibility, internal focus. Governed by relationships, inward-looking (common in small, start-up organisations).</li> |
|
|
<li><strong>Hierarchical Culture</strong>: Low flexibility (high focus), internal focus. Strong internal norms, rules, regulations, centralisation.</li> |
|
|
<li><strong>Adhocracy Culture</strong>: High flexibility, external orientation. Innovation, adaptability, quick market response, decentralisation.</li> |
|
|
<li><strong>Market Culture</strong>: Low flexibility (high focus), external orientation. Responsive to customers, strong internal processes, centralisation.</li> |
|
|
</ul> |
|
|
</li> |
|
|
<li><strong>Evolution</strong>: Organisations often start with clan, develop hierarchical elements, and then need adhocracy to move towards market-focused culture.</li> |
|
|
</ul> |
|
|
|
|
|
<h4>8.4 Types of Culture</h4> |
|
|
<ul> |
|
|
<li><strong>Strong Culture</strong>: Espoused values widely shared across organisation.</li> |
|
|
<li><strong>Weak Culture</strong>: Values identified but not widely shared or reflected in behaviour.</li> |
|
|
<li><strong>Fragmented Culture</strong>: Multiple, significantly different cultures across departments/teams/functions.</li> |
|
|
</ul> |
|
|
|
|
|
<h4>8.5 Importance of Culture</h4> |
|
|
<ul> |
|
|
<li><strong>Joining an Organisation</strong>: Crucial to know if culture fits temperament.</li> |
|
|
<li><strong>Mergers and Acquisitions (M&A)</strong>: Over 60% of M&As fail due to <strong>cultural integration issues</strong>, not just financial/strategic reasons.</li> |
|
|
<li><strong>Coordinating Functional Groups</strong>: Recognising cultural differences aids cooperation.</li> |
|
|
<li><strong>Strategic Direction</strong>: "When there is a fight... culture wins." A sophisticated strategy won't work without a supportive culture.</li> |
|
|
</ul> |
|
|
|
|
|
<h4>8.6 Transmitting Organisational Culture</h4> |
|
|
<p>Strategies to inculcate desired values and norms:</p> |
|
|
<ul> |
|
|
<li><strong>Collective vs. Individual</strong>: Common learning experiences for standardised response vs. unique newcomer experiences.</li> |
|
|
<li><strong>Formal vs. Informal</strong>: Segregating newcomers for clear messages vs. learning on the job within a team.</li> |
|
|
<li><strong>Serial vs. Disjunctive</strong>: Existing members as role models/mentors vs. newcomers figuring out their own way.</li> |
|
|
<li><strong>Divestiture vs. Investiture</strong>: Withholding social support until conformity vs. immediate positive social support.</li> |
|
|
</ul> |
|
|
|
|
|
<h4>8.7 Sources of Organisational Culture</h4> |
|
|
<ul> |
|
|
<li><strong>Personal and Professional Characteristics of People</strong>: Hiring strategies to match culture, attrition, making people similar over time.</li> |
|
|
<li><strong>Organisational Ethics</strong>: Moral values, beliefs, rules, derived from founder/top management personality, reflected in decision-making and processes.</li> |
|
|
<li><strong>Financial and Non-financial Rewards and Compensation</strong>: What is rewarded is promoted; salary, stock options, loyalty benefits, handling downsizing.</li> |
|
|
<li><strong>Structure of the Organisation</strong>: |
|
|
<ul> |
|
|
<li><strong>Mechanistic vs. Organic</strong>: Mechanistic (predetermined, formal, structured, predictability) for stability; Organic (flexible, innovative) for innovation.</li> |
|
|
<li><strong>Centralisation vs. Decentralisation</strong>: Centralisation (obedience, accountability) vs. Decentralisation (creativity, innovation).</li> |
|
|
</ul> |
|
|
</li> |
|
|
</ul> |
|
|
|
|
|
<h4>8.8 Changing Organisational Culture</h4> |
|
|
<ul> |
|
|
<li><strong>Difficulty</strong>: Complicated as it requires altering interacting factors like structure, rewards, and people's characteristics.</li> |
|
|
<div class="examples"> |
|
|
<h4>Trichy Police Case Study (Real-life example)</h4> |
|
|
<ul> |
|
|
<li><strong>Context</strong>: Trichy (South India) was a hotbed of communal violence and crime (late 90s), with a unique mix of communities (Christian, Muslim, Hindu). Police image was negative, belief in no better way of working. Lack of manpower. Immediate challenge: PM's visit.</li> |
|
|
<li><strong>Intervention (Mr. J.K. Tripathi, Commissioner of Police)</strong>: |
|
|
<ul> |
|
|
<li><strong>Selection</strong>: Picked 50 "sparks" – most reliable, honest, polite constables via confidential reports.</li> |
|
|
<li><strong>Empowerment</strong>: Met them personally, gave them mobile numbers, asked them to stay in localities for a week, collect security threats, and report directly. This strengthened information gathering.</li> |
|
|
<li><strong>Insights</strong>: Realised information quality improved, constables' rapport with neighbours improved, inspiring <strong>community policing model</strong>.</li> |
|
|
</ul> |
|
|
</li> |
|
|
<li><strong>Forces (Force Field Analysis)</strong>: |
|
|
<ul> |
|
|
<li><strong>Opposing</strong>: Middle-level police officers (Station House Officers - SHOs) resisting change to their command-and-control style.</li> |
|
|
<li><strong>Supporting</strong>: Informal reward/recognition of "sparks," freedom from morning drills, improving public rapport, personal pride in work, sense of meaning/purpose.</li> |
|
|
</ul> |
|
|
</li> |
|
|
<li><strong>Outcomes</strong>: Changed interaction (SHOs/SIs collaborated with constables), beat officers worked as teams with autonomy, healthy competition emerged. Led to nabbing >260 criminals and a <strong>40% reduction in crime rate</strong>.</li> |
|
|
<li><strong>Key Insights for Cultural Change</strong>: |
|
|
<ul> |
|
|
<li><strong>Leadership is the most important source</strong>.</li> |
|
|
<li><strong>Structure, Process, and Culture handled together</strong>.</li> |
|
|
<li><strong>Dialogue is essential</strong> (between leader and change agents, beat officers and community, different hierarchical levels).</li> |
|
|
<li><strong>Communicating non-negotiables through punishment</strong> (e.g., removing "beat officer" tag for corruption) is vital to sustain change.</li> |
|
|
<li>Culture change happens when people are <strong>awakened to a broader horizon</strong>, finding meaning/purpose in work, leading to mindset and behaviour shifts.</li> |
|
|
</ul> |
|
|
</li> |
|
|
</ul> |
|
|
</div> |
|
|
</ul> |
|
|
` |
|
|
}, |
|
|
chapter9: { |
|
|
title: "Chapter 9: HR as OD Interventions", |
|
|
content: ` |
|
|
<h4>9.1 HR Functions as OD Interventions</h4> |
|
|
<p>HR functions can be consciously designed and implemented as OD interventions to increase organisational effectiveness.</p> |
|
|
<ul> |
|
|
<li><strong>Recruitment Strategy</strong>: Strongest determinant of culture, can be used to develop desired culture.</li> |
|
|
<li><strong>Performance Management</strong>: Directs employee behaviour towards strategic goals.</li> |
|
|
<li><strong>Diversity and Wellness</strong>: Key for innovation and employee engagement.</li> |
|
|
<li><strong>Reward and Recognition</strong>: Directs behaviour towards valued goals.</li> |
|
|
</ul> |
|
|
|
|
|
<h4>9.2 Performance Management System (PMS) as OD Intervention</h4> |
|
|
<ul> |
|
|
<li><strong>Definition</strong>: Integrated approach to ensure employee performance supports strategic aims. Includes training, development, coaching, mentoring, and appraisal.</li> |
|
|
<li><strong>Context</strong>: Business strategy, workplace technology (work design, individual/group PMS), employee involvement.</li> |
|
|
<li><strong>Components as OD Interventions</strong>: |
|
|
<ul> |
|
|
<li><strong>Goal Setting</strong>: |
|
|
<ul> |
|
|
<li><strong>MBO (Management by Objectives)</strong>: Popularised in 60s, involves mutual consultation for goal setting across hierarchy (organisational, departmental, group, individual) with counselling/support.</li> |
|
|
<li><strong>Balanced Scorecard</strong>: Popular in 90s, sets goals not just for financial aspects (lagging indicators) but also operational excellence, customer satisfaction, learning & development (leading indicators) for a holistic view of future performance.</li> |
|
|
<li><strong>OD through Goal Setting</strong>: Challenging but realistic goals with resource allocation, benchmarking, employee participation, better strategic alignment of goals.</li> |
|
|
</ul> |
|
|
</li> |
|
|
<li><strong>Performance Appraisal</strong>: |
|
|
<ul> |
|
|
<li><strong>Developmental & Integrative</strong>: Focus on future potential, consider different aspects and long-term goals (not just recency effect).</li> |
|
|
<li><strong>Holistic Appraisal (360-degree assessment)</strong>: Structured assessment by supervisor, peers, subordinates for a full picture. Requires leadership readiness.</li> |
|
|
<li><strong>Stakeholder Audit</strong>: Qualitative assessment by various stakeholders for difficult-to-quantify criteria.</li> |
|
|
<li><strong>Active Appraisee Role</strong>: Self-evaluation and open conversation about ratings to foster fairness, accountability, responsibility.</li> |
|
|
<li><strong>Judicious Combination</strong>: Mix of objective/subjective and behavioural/outcome-based performance measures, context-specific.</li> |
|
|
</ul> |
|
|
</li> |
|
|
<li><strong>Reward System</strong>: |
|
|
<ul> |
|
|
<li><strong>Intrinsic & Extrinsic Rewards</strong>: OD traditionally focused on intrinsic (job enrichment, autonomy, flexi-timing), now includes extrinsic (base pay, stock options, promotions).</li> |
|
|
<li><strong>Performance Distribution (Pareto Law)</strong>: 20% of people accomplish 80% of goals. This challenges normal distribution assumption and influences differentiated reward systems (e.g., Netflix: 200-300% salary for top performers in same cadre).</li> |
|
|
<li><strong>Individual vs. Group Reward</strong>: Depends on job interdependency and complexity.</li> |
|
|
<li><strong>Internal vs. External Equity</strong>: Comparison with colleagues in same organisation and similar professions outside.</li> |
|
|
<li><strong>Flat vs. Hierarchical Structure</strong>: Influences number of reward bands.</li> |
|
|
<li><strong>Financial & Non-Financial Components</strong>: Good mix based on strategy, technology, design.</li> |
|
|
<li><strong>Vroom's Expectancy Model</strong>: Expectancy (effort to performance), Instrumentality (performance to reward), Valence (attraction to reward) – useful for designing reward systems based on career stage/job nature.</li> |
|
|
</ul> |
|
|
</li> |
|
|
</ul> |
|
|
</li> |
|
|
</ul> |
|
|
` |
|
|
}, |
|
|
chapter10: { |
|
|
title: "Chapter 10: Talent Management as OD Interventions", |
|
|
content: ` |
|
|
<h4>10.1 Talent Management Definition</h4> |
|
|
<ul> |
|
|
<li><strong>Definition</strong>: Attraction, development, and retention of human capital.</li> |
|
|
<li><strong>Key Processes</strong>: Coaching and mentoring, leadership and management development programs, career planning and development.</li> |
|
|
</ul> |
|
|
|
|
|
<h4>10.2 Coaching and Mentoring</h4> |
|
|
<ul> |
|
|
<li><strong>Coaching</strong>: Specialised, fast-growing OD area (e.g., International Coach Federation - ICF). Involves <strong>guided inquiry, active listening, reframing, appreciative inquiry</strong>. Not direct instruction, but helps individuals reflect on behaviour.</li> |
|
|
<li><strong>Major Reasons for Coaching Engagement (HBR Study)</strong>: |
|
|
<ol> |
|
|
<li><strong>Developing high potential / Facilitating transition</strong>: From one function to another, or functional expertise to general management.</li> |
|
|
<li><strong>Acting as a sounding board</strong>: Providing active listening for executives.</li> |
|
|
<li><strong>Addressing derailing behaviour</strong>: Helping leaders recognise and change dysfunctional behaviours.</li> |
|
|
</ol> |
|
|
</li> |
|
|
</ul> |
|
|
|
|
|
<h4>10.3 Management and Leadership Development Programs (MDPs/LDPs)</h4> |
|
|
<ul> |
|
|
<li><strong>Purpose</strong>: Enhance knowledge, skill, attitude (KSA) of leaders/managers.</li> |
|
|
<li><strong>Indian Leadership Competencies</strong>: |
|
|
<ol> |
|
|
<li>Ability to visualize & articulate a path to the future (vision, strategic thinking).</li> |
|
|
<li>Ability to inspire & take accountability, demonstrating entrepreneurial spirit (innovation, risk-taking, people development).</li> |
|
|
<li>Ability to spot & nurture talent.</li> |
|
|
<li>Crafting & deploying business practices for business goals (translate strategy to operations).</li> |
|
|
<li>Optimise organisational structure & articulate core values.</li> |
|
|
<li>Understand competitive market & manage external stakeholders.</li> |
|
|
</ol> |
|
|
</li> |
|
|
<li><strong>Implementation Steps</strong>: |
|
|
<ol> |
|
|
<li><strong>Need Assessment</strong>: Organisational, group, individual diagnostic study.</li> |
|
|
<li><strong>Learning Objectives</strong>: Specific, action/knowledge-related (Bloom's taxonomy: remembering, understanding, application, analysis, evaluation, creativity).</li> |
|
|
<li><strong>Instruction Design</strong>: Scientifically designed using Kolb's learning cycle (concrete experience, abstract conceptualisation, active experimentation, reflective observation) to cater to different learning styles.</li> |
|
|
<li><strong>Validation</strong>: Stakeholder feedback on design.</li> |
|
|
<li><strong>Delivery</strong>: In-class, group work, action learning, simulation (embedded learning).</li> |
|
|
<li><strong>Impact Assessment (Kirkpatrick Model)</strong>: |
|
|
<ul> |
|
|
<li>Level 1: Reaction (participant feedback).</li> |
|
|
<li>Level 2: Learning (modification in mental models, new understanding).</li> |
|
|
<li>Level 3: Behaviour (different, aligned behaviour).</li> |
|
|
<li>Level 4: Result (business/operational efficiency results).</li> |
|
|
</ul> |
|
|
</li> |
|
|
</ol> |
|
|
</li> |
|
|
</ul> |
|
|
|
|
|
<h4>10.4 Career Planning and Development</h4> |
|
|
<ul> |
|
|
<li><strong>Stages of Career</strong>: |
|
|
<ul> |
|
|
<li><strong>Entry</strong>: Focus on basic skills, socialisation, initial fit. OD interventions: orientation, on-the-job training, coaching.</li> |
|
|
<li><strong>Socialisation</strong>: Learning roles, norms, organisational values. OD interventions: mentoring, team building.</li> |
|
|
<li><strong>Full Performance</strong>: Contributing, growing competence, taking responsibility. OD interventions: performance management, reward systems, advanced training, job enrichment.</li> |
|
|
<li><strong>Mid-Career</strong>: Plateauing, re-evaluation, mentorship. OD interventions: coaching for new challenges, lateral moves, leadership development.</li> |
|
|
<li><strong>Late Career</strong>: Reduced responsibility, knowledge transfer, mentoring younger colleagues. OD interventions: leadership development of others, strategic projects, reduced workload.</li> |
|
|
<li><strong>Withdrawal</strong>: Preparation for retirement, exploring interests outside work, financial planning. OD interventions: developing interests, succession planning, mentoring.</li> |
|
|
</ul> |
|
|
</li> |
|
|
</ul> |
|
|
` |
|
|
}, |
|
|
chapter11: { |
|
|
title: "Chapter 11: Organisation Learning, Knowledge Management, and Innovation", |
|
|
content: ` |
|
|
<h4>11.1 Importance of Learning</h4> |
|
|
<ul> |
|
|
<li><strong>Learning</strong>: Natural process in living systems, permanent change in behaviour/skill, acquiring new understanding/knowledge/values/attitudes. Happens at behavioural, cognitive, emotional levels.</li> |
|
|
<li><strong>Cornerstone of Competitive Advantage</strong>: Firms that learn faster and better sustain competitive advantage.</li> |
|
|
<li><strong>Context (COVID-19 Pandemic)</strong>: Highlights the crucial need for organisations to learn rapidly to survive and restart operations (systematic problem-solving, experimentation, learning from past/others, knowledge transfer).</li> |
|
|
</ul> |
|
|
|
|
|
<h4>11.2 Peter Senge's Five Disciplines of a Learning Organisation</h4> |
|
|
<p>These foster aspiration, reflective conversation, and understanding complexity:</p> |
|
|
<ol> |
|
|
<li><strong>Personal Mastery</strong>: Continually clarifying and deepening personal vision, focusing energy, developing patience, seeing reality objectively, embracing creative tension.</li> |
|
|
<li><strong>Mental Models</strong>: Deeply ingrained assumptions/images that influence understanding and action. Organisations need flexibility to adapt to new mental models.</li> |
|
|
<li><strong>Shared Vision</strong>: Unearthing shared pictures of the future among employees, fostering genuine commitment and enrollment, not just compliance.</li> |
|
|
<li><strong>Team Learning</strong>: Bringing personal mastery and shared vision together in teams. Creating a safe environment for vulnerability, honest mistakes, dialogue. Teams are increasingly functional units.</li> |
|
|
<li><strong>Systems Thinking</strong>: Reflecting on the whole system, understanding cause-and-effect at a systemic level, rather than just individual issues.</li> |
|
|
</ol> |
|
|
|
|
|
<h4>11.3 Building Learning Organisations (David Garvin)</h4> |
|
|
<ol> |
|
|
<li><strong>Solving Problems Systematically</strong>: Scientific, data-driven approach instead of gut feeling. |
|
|
<ul> |
|
|
<li><strong>Action Research</strong>: Systematic data collection, hypothesis development, intervention, re-testing.</li> |
|
|
<li><strong>Six Sigma</strong>: Define, Measure, Analyze, Improve, Control (DMAIC) for standardisation and efficiency.</li> |
|
|
<li><strong>Lean Management</strong>: Reduce 8 types of waste (defects, overproduction, waiting, non-utilized talents, transportation, inventory, motion, extra processing).</li> |
|
|
<li><strong>Lean Six Sigma</strong>: Combination of both.</li> |
|
|
<div class="examples"> |
|
|
<h4>Examples</h4> |
|
|
<ul> |
|
|
<li>GE (Six Sigma), Toyota (Lean Six Sigma), Xerox (problem-solving tools).</li> |
|
|
</ul> |
|
|
</div> |
|
|
</ul> |
|
|
</li> |
|
|
<li><strong>Experimentation</strong>: Systematic searching for and testing new knowledge. |
|
|
<ul> |
|
|
<li><strong>Ongoing Programs</strong>: Risk-taking, incentives, training for experimentation (e.g., 3M, Intuit, Autodesk, Google).</li> |
|
|
<li><strong>Demonstration Projects</strong>: Large-scale, complex experiments changing the course of an organisation (e.g., ITC Paper Mills' social forestry, Bosch India's diesel engine redesign).</li> |
|
|
</ul> |
|
|
</li> |
|
|
<li><strong>Learning from Past Experience</strong>: Reflecting on failures to achieve subsequent success ("Those who cannot remember the past are condemned to repeat it" - George Santayana). |
|
|
<div class="examples"> |
|
|
<h4>Examples</h4> |
|
|
<ul> |
|
|
<li>IBM 360 series (learned from failed Stretch computer), Boeing (Project Homework to compare successful/failed projects for 757/767 designs).</li> |
|
|
</ul> |
|
|
</div> |
|
|
</li> |
|
|
<li><strong>Learning from Others</strong>: Replacing "not invented here" with "steal ideas shamelessly" (benchmarking across industries). |
|
|
<div class="examples"> |
|
|
<h4>Examples</h4> |
|
|
<ul> |
|
|
<li>Otis Elevator (compared service levels with hospitality industry like Carlton Hotel), Gallup/Great Place to Work surveys (benchmarking HR/leadership/culture across industries).</li> |
|
|
</ul> |
|
|
</div> |
|
|
</li> |
|
|
<li><strong>Transferring Knowledge Throughout the Organisation</strong>: Converting personal/team knowledge to organisational knowledge. |
|
|
<ul> |
|
|
<li><strong>Tools</strong>: Reports (written, oral, visual), Continuum, Human Interaction Continuum: Tacit knowledge becomes explicit through human interaction (best practices, communities/networks, exchange tools) and then transferred at enterprise level for documentation and propagation.</li> |
|
|
<div class="examples"> |
|
|
<h4>Infosys BPM Example</h4> |
|
|
<p>System focuses on capturing, retrieving, enhancing, sharing, and utilising knowledge through socialization, internalization, externalization, and combination.</p> |
|
|
</div> |
|
|
</ul> |
|
|
</li> |
|
|
</ol> |
|
|
|
|
|
<h4>11.4 Innovation Types</h4> |
|
|
<ul> |
|
|
<li><strong>Incremental Innovation</strong>: Modifications to existing technology/instruments.</li> |
|
|
<li><strong>Quantum Le</strong> [Note: Text appears truncated in source, assuming continuation on quantum leap innovations or similar].</li> |
|
|
</ul> |
|
|
` |
|
|
}, |
|
|
chapter12: { |
|
|
title: "Chapter 12: OD in a Global Context", |
|
|
content: ` |
|
|
<h4>12.1 Organisational Culture from Societal Culture</h4> |
|
|
<p>Organisations are open systems embedded in society; individuals bring societal values, beliefs, practices into the organisation.</p> |
|
|
|
|
|
<h4>12.2 Hofstede's Cultural Dimensions</h4> |
|
|
<p>Used to distinguish societal and organisational cultures:</p> |
|
|
<ol> |
|
|
<li><strong>Context Orientation (High vs. Low)</strong>: |
|
|
<ul> |
|
|
<li><strong>High Context</strong>: Meaning carried in clues (ceremony, rituals, body language), less formal contracts/rules, importance of relationships over punctuality (e.g., Japan, China). OD needs to be sensitive to informal norms.</li> |
|
|
<li><strong>Low Context</strong>: Meaning in words, formal contracts, direct communication (e.g., US).</li> |
|
|
</ul> |
|
|
</li> |
|
|
<li><strong>Power Distance (High vs. Low)</strong>: |
|
|
<ul> |
|
|
<li><strong>High Power Distance</strong>: Acceptance of unequal power/status distribution, autocratic, clear status differences, little employee participation, privileges for powerful (e.g., Latin America, East European countries). OD interventions promoting personal initiatives might be difficult.</li> |
|
|
<li><strong>Low Power Distance</strong>: More comfort in sharing opinions with supervisors, individual initiatives valued (e.g., Scandinavian countries).</li> |
|
|
</ul> |
|
|
</li> |
|
|
<li><strong>Uncertainty Avoidance (High vs. Low)</strong>: |
|
|
<ul> |
|
|
<li><strong>High Uncertainty Avoidance</strong>: Low tolerance for unfamiliar/unpredictable, tendency to establish laws, rules, regulations, control mechanisms, less risk-taking (e.g., Japan, Germany). OD needs clear, elaborate processes.</li> |
|
|
<li><strong>Low Uncertainty Avoidance</strong>: Open to new ideas, flatter structures, flexible, risk-taking (e.g., Latin America). OD can be more spontaneous/innovative.</li> |
|
|
</ul> |
|
|
</li> |
|
|
<li><strong>Individualism (vs. Collectivism)</strong>: |
|
|
<ul> |
|
|
<li><strong>Individualism</strong>: Belief in self-responsibility/immediate family, encourages personal initiatives, values time/autonomy, accepts competition (e.g., USA). OD can focus on individual rewards.</li> |
|
|
<li><strong>Collectivism</strong>: Group/collective identity, collective achievement (e.g., Japan). OD should focus on team performance.</li> |
|
|
</ul> |
|
|
</li> |
|
|
</ol> |
|
|
|
|
|
<h4>12.3 Indian Cultural Values</h4> |
|
|
<ul> |
|
|
<li><strong>Pluralistic Worldview</strong>: Receiving diverse cultural influences, old and new thoughts coexist (e.g., metro life but connected to native place, materialism with spiritual bent).</li> |
|
|
<li><strong>Synthesising Mindset</strong>: Comfortable incorporating paradoxical truths (e.g., God with/without form), accepting multiple pathways to truth.</li> |
|
|
<li><strong>High Context Sensitivity</strong>: Behaving according to <em>desh, kaal, paristhiti</em> (space, time, situation).</li> |
|
|
</ul> |
|
|
|
|
|
<h4>Industrialising Economies (e.g., India, South Africa)</h4> |
|
|
<p>Rise of manufacturing/service sector, increasing middle class, focus on operational efficiency/revenue growth. OD focuses on <strong>managing growth</strong>, work design, HR process implementation (e.g., HRM practices-based OD interventions). Face-saving is important.</p> |
|
|
|
|
|
<h4>Industrialised Economies</h4> |
|
|
<p>Evolved management capability, information systems, project planning, strategic orientation. OD focuses on higher-order issues.</p> |
|
|
|
|
|
<h4>12.5 OD in Globalising Companies</h4> |
|
|
<ul> |
|
|
<li><strong>Opportunities</strong>: International treaties, competitive pressure, economy of scale/scope, low trade barriers, technological advancements.</li> |
|
|
<li><strong>Challenges</strong>: Choosing strategic orientation, managing across cultures, regulatory frameworks, controlling/coordinating operations.</li> |
|
|
<li><strong>Strategic Orientations for International Business (Need for Global Integration vs. Local Responsiveness)</strong>: |
|
|
<ol> |
|
|
<li><strong>International Orientation (Low Local Response, Low Global Integration)</strong>: Extend home market products without much customisation (e.g., Haagen-Dazs). OD: strategic planning, cross-cultural training for expatriates.</li> |
|
|
<li><strong>Multinational Orientation (High Local Response, Low Global Integration)</strong>: Tailor products to local needs, decentralised operations, centralised planning in geographical divisions (e.g., P&G laundry products). OD: culturally aligned interventions, intergroup relationship building between regional/global teams, management team building, strategic alliances, customised reward systems.</li> |
|
|
<li><strong>Global Orientation (Low Local Response, High Global Integration)</strong>: Similar products, integrated global operations (e.g., Nestle, Microsoft) for economy of scale. OD: building corporate vision, intergroup relationship, extensive selection/rotation, cultural development.</li> |
|
|
<li><strong>Transnational Orientation (High Local Response, High Global Integration)</strong>: Tailored products through integration and decentralised worldwide coordination (e.g., GE). Optimised resource allocation. Global matrix/network structure. OD: corporate vision, intergroup relationships, global leadership programs (recruit for global capability).</li> |
|
|
</ol> |
|
|
</li> |
|
|
</ul> |
|
|
` |
|
|
}, |
|
|
chapter13: { |
|
|
title: "Chapter 13: OD in Entrepreneurial Firms", |
|
|
content: ` |
|
|
<h4>13.1 Waves of OD in Entrepreneurial Context</h4> |
|
|
<p>[Note: Source mentions waves, but details truncated; assuming standard OD waves adapted for entrepreneurs].</p> |
|
|
<ul> |
|
|
<li><strong>Technical Wave (1950s-60s)</strong>: Tavistock School (Trist and Emery). Organisations as interacting technical and human systems. Recognises social system importance, psychological content, participative techniques (differs from Taylor's scientific management).</li> |
|
|
<li><strong>Facilitation Wave (1980s onwards)</strong>: Creating a learning climate, structuring tasks for people to solve problems themselves. Facilitator helps groups sense business opportunities and fosters dialogue/collaboration. Focus on bringing whole system into the room and creating future (e.g., Appreciative Inquiry).</li> |
|
|
</ul> |
|
|
|
|
|
<h4>13.2 Context of Entrepreneurial Firms</h4> |
|
|
<ul> |
|
|
<li><strong>Significance in India</strong>: MSMEs contribute >50% GDP, employ >40% workforce; India is 3rd largest startup ecosystem.</li> |
|
|
<li><strong>Differences from Established Corporations</strong>: |
|
|
<ul> |
|
|
<li><strong>History</strong>: Less routine/tradition, more spontaneity, at beginning of learning curve.</li> |
|
|
<li><strong>Leadership</strong>: Often owner-led, informal, shared leadership.</li> |
|
|
<li><strong>Organisational Structure</strong>: Generally flat, informal communication, role fluidity.</li> |
|
|
<li><strong>Ownership</strong>: Centred to few people (partnership/proprietary firms).</li> |
|
|
<li><strong>Governance</strong>: Board often advisory/mentor, decisions by owner.</li> |
|
|
<li><strong>Role of Family</strong>: Very prominent, often employees are family members.</li> |
|
|
</ul> |
|
|
</li> |
|
|
</ul> |
|
|
|
|
|
<h4>13.3 Diagnostic Framework for Entrepreneurial Firms</h4> |
|
|
<p>Traditional input-process-output models are insufficient due to overlaps and family involvement. A <strong>holistic approach</strong> is needed.</p> |
|
|
<ul> |
|
|
<li><strong>Three Systems to Look At</strong>: |
|
|
<ol> |
|
|
<li><strong>Business</strong>: Mission, strategy, structure, technology, espoused/existing culture, interaction, systems/processes.</li> |
|
|
<li><strong>Governance</strong>: Legal form, ownership distribution, board of directors, decision-making.</li> |
|
|
<li><strong>Family System</strong>: Roles, culture, decision-making.</li> |
|
|
</ol> |
|
|
</li> |
|
|
<li><strong>Cultural Patterns</strong>: Paternalistic leadership, centralised decision-making, family values affecting business. Clan culture is often prominent.</li> |
|
|
<li><strong>Data Collection</strong>: Sensitive interpretation. From founder, family members, key managers, office layout, artifacts (physical evidences of assumptions), meeting ways, supplier/customer feedback.</li> |
|
|
</ul> |
|
|
|
|
|
<h4>13.4 Stages of Entrepreneurial Firm Life Cycle and OD Interventions</h4> |
|
|
<ol> |
|
|
<li><strong>Birth Stage</strong>: |
|
|
<ul> |
|
|
<li><strong>Challenges</strong>: Struggle for viability, defining work rules/roles, institutional overlap, balancing design challenges, succession planning, asset management, conflict management (among founders/members).</li> |
|
|
<li><strong>Interventions</strong>: Strategic planning for growth, consolidation, succession planning, conflict resolution, ownership/board transition.</li> |
|
|
</ul> |
|
|
</li> |
|
|
<li><strong>Succession Stage</strong> (Implicit in Growth Stage discussion).</li> |
|
|
</ol> |
|
|
` |
|
|
}, |
|
|
chapter14: { |
|
|
title: "Chapter 14: OD in Family Owned Entrepreneurial Firms", |
|
|
content: ` |
|
|
<h4>14.1 Importance and Characteristics</h4> |
|
|
<ul> |
|
|
<li><strong>Economic Impact</strong>: Globally, 70% of GDP, and even more in India.</li> |
|
|
<li><strong>PwC Survey (India)</strong>: High growth, clear agreed values/purpose, strong sense of social responsibility (70% have foundations for CSR).</li> |
|
|
</ul> |
|
|
|
|
|
<h4>14.2 Unique Challenges</h4> |
|
|
<ul> |
|
|
<li><strong>Institutional Overlap</strong>: Roles in family and firm overlap, creating dilemmas (e.g., father as MD taking stern action against son).</li> |
|
|
<li><strong>Pressure to Hire Family Members</strong>: Entitlement vs. competency.</li> |
|
|
<li><strong>Compensation</strong>: Difficult to [source truncated, assuming challenges in fair compensation].</li> |
|
|
</ul> |
|
|
|
|
|
<h4>14.3 Family Therapy</h4> |
|
|
<ul> |
|
|
<li><strong>Bowenian Type</strong>: Individual focus, dealing with triangulation (venting to third party) and differentiation (distinguishing emotional/factual aspects).</li> |
|
|
<li><strong>Structural Type</strong>: Adjusting family system (e.g., parents in control, appropriate boundaries), similar to role clarity. Consultant observes/learns.</li> |
|
|
<li><strong>Strategic Type</strong>: Brief, direct, therapist assigns "homework" to change interaction patterns (communication, decision-making). Therapist takes a position of power.</li> |
|
|
</ul> |
|
|
|
|
|
<h4>14.4 Succession Planning (Whitley's Comprehensive Model)</h4> |
|
|
<ul> |
|
|
<li><strong>Context</strong>: |
|
|
<ol> |
|
|
<li><strong>Industry Context</strong>: Business growth, industry challenges, incumbent/successor common understanding.</li> |
|
|
<li><strong>Family Context</strong>: Family dynamics, influence on business, family counsel, social/community context, rapport, aligned ambitions.</li> |
|
|
</ol> |
|
|
</li> |
|
|
<li><strong>Steps</strong>: |
|
|
<ol> |
|
|
<li><strong>Setting Ground Rules</strong>: Blueprint for succession, development, selection criteria, range of candidates, leadership/ownership transition plan.</li> |
|
|
<li><strong>Nurturing/Development of Successor</strong>: Identify developmental needs, training, progression within organisation (e.g., taking key projects).</li> |
|
|
<li><strong>Selection Process</strong>: If multiple incumbents, legitimate process with clear criteria, selection committee, CEO selection.</li> |
|
|
<li><strong>Handing Over and Transition Process</strong>: Systematic transfer of charge. Includes <strong>shadowing</strong> (successor observes for years), managerial/leadership development, and <strong>transfer of control/management/shares</strong> (formal contracts, financial autonomy).</li> |
|
|
</ol> |
|
|
</li> |
|
|
</ul> |
|
|
|
|
|
<h4>14.5 Indian Cultural Concepts for OD in Family Businesses</h4> |
|
|
<ul> |
|
|
<li><strong>Kshama Vani Parv</strong>: Jain tradition of asking for forgiveness. Can be applied in family business to resolve misperceptions and conflicts among family members involved in business, promoting productive interactions.</li> |
|
|
<li><strong>Vanaprastha</strong>: Stage of life (traditionally after age 50) where one gradually withdraws from day-to-day affairs and empowers younger family members. Encourages owners to delegate autonomy to the next generation early.</li> |
|
|
<li><strong>"Love your kids for first 5 years, discipline them for next 10 years and as they reach 16 treat them like your friends"</strong>: Promotes open acceptance of ideas across generations, harmonious work, leveraging youth energy and elder wisdom.</li> |
|
|
</ul> |
|
|
` |
|
|
}, |
|
|
chapter15: { |
|
|
title: "Chapter 15: OD in Not-for-Profit Organisations (NPOs) and Social Enterprises (SEs)", |
|
|
content: ` |
|
|
<h4>15.1 Blurring Boundaries and Commonalities with OD</h4> |
|
|
<ul> |
|
|
<li><strong>Trend</strong>: Government, non-profit, and business sectors blurring boundaries, all seeking cost-effective, sustainable, innovative ways to address social problems (education, healthcare).</li> |
|
|
<li><strong>Shared Values</strong>: NPOs/SEs promote <strong>organisational virtuousness</strong> (social betterment), greater change, and sustainability, aligning with OD principles.</li> |
|
|
<li><strong>Adopting Business Frameworks</strong>: NPOs/SEs are adopting business methods/strategies for performance improvement (efficiency, economy of scale).</li> |
|
|
</ul> |
|
|
|
|
|
<h4>15.2 Differences from Commercial Organisations</h4> |
|
|
<ul> |
|
|
<li><strong>Definition of Scaling</strong>: For NPOs/SEs, it's about <strong>increasing depth and width of social impact</strong> (along with financial sufficiency for sustainability), not just selling more products.</li> |
|
|
<li><strong>Structure/Process</strong>: Generally <strong>less hierarchical</strong>, low in formal structure/processes, more flexible, often more centralised due to limited resources.</li> |
|
|
<li><strong>Charismatic Leadership</strong>: Presence of a charismatic founder/leader is common, inspiring people and driving processes.</li> |
|
|
<li><strong>OD Focus</strong>: Enhancing free flow of communication, value clarification, and <strong>reconnecting with purpose</strong> (as financial rewards are not primary motivators for joining).</li> |
|
|
</ul> |
|
|
|
|
|
<h4>15.3 OD Process Steps in NPOs/SEs</h4> |
|
|
<ul> |
|
|
<li><strong>Diagnosis</strong>: |
|
|
<ul> |
|
|
<li><strong>Major Input</strong>: Society/community (not just industry/market).</li> |
|
|
<li><strong>Considerations</strong>: Stakeholder expectations, power struggles, resource flow/constraints.</li> |
|
|
</ul> |
|
|
</li> |
|
|
<li><strong>Assessing Effectiveness</strong>: |
|
|
<ul> |
|
|
<li><strong>Measures</strong>: Spread/depth of social impact, environmental impact, not just financial metrics.</li> |
|
|
</ul> |
|
|
</li> |
|
|
</ul> |
|
|
|
|
|
<h4>15.4 Applicable Commercial OD Concepts</h4> |
|
|
<ul> |
|
|
<li><strong>Core Competencies & Dynamic Capability</strong>: NPOs/SEs also need to build and enhance these to adapt to changing society/technology.</li> |
|
|
<li><strong>Organisation Design</strong>: Different options (functional, divisional, matrix, team-based, virtual) are relevant for NPOs/SEs to find the most suitable vehicle for their objectives.</li> |
|
|
<li><strong>Organisation Culture</strong>: Equally important, if not more, for NPOs/SEs to create a positive environment where members are fully engaged towards valued goals.</li> |
|
|
<li><strong>Organisational Life Cycle Management</strong>: Principles of initiation, growth, decline phases, and strategies for each are applicable.</li> |
|
|
</ul> |
|
|
|
|
|
<h4>15.5 Major OD Interventions for NPOs/SEs</h4> |
|
|
<ol> |
|
|
<li><strong>Creation of Positive, Lasting Change through Partnerships and Collaborations</strong>: |
|
|
<ul> |
|
|
<li>Focus on collaboration (with other NGOs, commercial organisations for CSR) rather than competition.</li> |
|
|
<li>Gaining resources, management expertise, technical prowess, exposure to organisation design.</li> |
|
|
</ul> |
|
|
</li> |
|
|
<li><strong>Introducing Systemic Changes by Involving Multiple Stakeholders</strong>: |
|
|
<ul> |
|
|
<li>"Getting the whole system in the room" (Weisbord) – Future Search Conferences, Appreciative Inquiry can be valuable for diverse stakeholder perspectives.</li> |
|
|
</ul> |
|
|
</li> |
|
|
<li><strong>Promulgating Values to Humanize the Work</strong>: |
|
|
<ul> |
|
|
<li>Creating positive culture, enhancing work-life balance, promoting diversity, championing self-actualisation, spirituality at workplace.</li> |
|
|
</ul> |
|
|
</li> |
|
|
</ol> |
|
|
` |
|
|
}, |
|
|
chapter16: { |
|
|
title: "Chapter 16: OD in Educational Institutions", |
|
|
content: ` |
|
|
<h4>16.1 Debates in Indian Educational Delivery System</h4> |
|
|
<ul> |
|
|
<li>Job orientation vs. community building/earning a living.</li> |
|
|
<li>Character building (traditional vs. modern values).</li> |
|
|
<li>Preparing job seekers vs. job creators.</li> |
|
|
<li>Academics vs. values/skills.</li> |
|
|
<li>Quality education vs. basic education for masses.</li> |
|
|
<li><strong>Resulting Subsystems</strong>: Government, state, central (Navodaya, KV), private, international, Gurukuls, home-schooling.</li> |
|
|
</ul> |
|
|
|
|
|
<h4>16.2 Historical Features and Changing Conditions</h4> |
|
|
<ul> |
|
|
<li><strong>Legacy</strong>: Ethos of assembly-line system from industrial era (centralisation, standardisation, top-down management, rigid time, adherence-based accountability). British colonial education aimed to prepare clerks.</li> |
|
|
<li><strong>Changing Conditions</strong>: Massive role expansion for teachers, questionable teacher training efficacy, infrastructure issues, student-related issues (enrolment, learning outcomes).</li> |
|
|
<li><strong>Islands of Excellence</strong>: Numerous innovations in Indian schools (INshodh website).</li> |
|
|
</ul> |
|
|
|
|
|
<h4>16.3 Types of OD Interventions in Schools (India)</h4> |
|
|
<ol> |
|
|
<li><strong>Governance</strong>: |
|
|
<ul> |
|
|
<li><strong>Prerequisites</strong>: Clear purpose, accountability to stakeholders, overall education system enhancement (parents, teachers, management, community).</li> |
|
|
<li><strong>Interventions</strong>: Benchmarking (requires transparency), incentives.</li> |
|
|
<li><strong>Services</strong>: Monitoring, IT support, academic support, assessment of outcomes/non-cognitive skills (e.g., motivation).</li> |
|
|
<li><strong>Approach</strong>: Performance-based contextual arrangements, recognising public schools' disadvantageous ecosystems.</li> |
|
|
</ul> |
|
|
</ol> |
|
|
|
|
|
<h4>16.4 OD in Higher Education Institutions</h4> |
|
|
<ul> |
|
|
<li><strong>Starting Point</strong>: Proper <strong>diagnosis</strong> of national, societal, and industry needs, and how institutions can meet them.</li> |
|
|
<li><strong>Vision</strong>: Well-articulated vision for the educational system/institutions.</li> |
|
|
<li><strong>Administrative Interventions</strong>: For a learning-centric system.</li> |
|
|
<li><strong>Teacher Training</strong>: Important for engaging students effectively, beyond academic qualification.</li> |
|
|
<li><strong>Knowledge Creation</strong>: Harnessing potential of traditional knowledge alongside contemporary knowledge.</li> |
|
|
<li><strong>Industry-Academic Interface</strong>: Strengthening this missing component through collaboration-related OD interventions.</li> |
|
|
<li><strong>Technology</strong>: Crucial for meeting increasing demand.</li> |
|
|
<li><strong>MHRD Initiatives</strong>: Academic Leadership Programs, TEQUIP (for human capacity and infrastructure).</li> |
|
|
<li><strong>Appreciative Inquiry</strong>: Can help identify vision and work towards it collaboratively.</li> |
|
|
<li><strong>National Education Policy (NEP)</strong>: Suggests interventions for governance, learning outcomes, management system development.</li> |
|
|
<li><strong>Key Ideas</strong>: Society/industry-focused diagnosis, governance importance, learning-centric system, teacher development, PPP, technology support, flexible systems, knowledge/innovation-centric society.</li> |
|
|
</ul> |
|
|
` |
|
|
} |
|
|
}; |
|
|
|
|
|
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const sidebarItems = document.querySelectorAll('.sidebar li'); |
|
|
|
|
|
// Open modal with content |
|
|
function openModal(contentKey) { |
|
|
const content = contentData[contentKey]; |
|
|
if (content) { |
|
|
modalTitle.textContent = content.title; |
|
|
modalBody.innerHTML = content.content; |
|
|
modalOverlay.style.display = 'flex'; |
|
|
|
|
|
// Update active sidebar item |
|
|
sidebarItems.forEach(item => { |
|
|
if (item.getAttribute('data-target') === contentKey) { |
|
|
item.classList.add('active'); |
|
|
} else { |
|
|
item.classList.remove('active'); |
|
|
} |
|
|
}); |
|
|
} |
|
|
} |
|
|
|
|
|
// Add event listeners to concept nodes |
|
|
conceptNodes.forEach(node => { |
|
|
node.addEventListener('click', () => { |
|
|
const contentKey = node.getAttribute('data-content'); |
|
|
openModal(contentKey); |
|
|
}); |
|
|
}); |
|
|
|
|
|
// Add event listeners to sidebar items |
|
|
sidebarItems.forEach(item => { |
|
|
item.addEventListener('click', () => { |
|
|
const contentKey = item.getAttribute('data-target'); |
|
|
openModal(contentKey); |
|
|
}); |
|
|
}); |
|
|
|
|
|
// Close modal |
|
|
modalClose.addEventListener('click', () => { |
|
|
modalOverlay.style.display = 'none'; |
|
|
}); |
|
|
|
|
|
// Close modal when clicking outside content |
|
|
modalOverlay.addEventListener('click', (e) => { |
|
|
if (e.target === modalOverlay) { |
|
|
modalOverlay.style.display = 'none'; |
|
|
} |
|
|
}); |
|
|
|
|
|
// Open the first concept by default |
|
|
openModal('chapter1'); |
|
|
</script> |
|
|
</body> |
|
|
</html> |
