Transcript An Overview of Natural Systems New Management Philosophy

An Overview of Part II of the Natural Systems
New Management Philosophy
Management by Objectives
Presented by
THE NATURAL SYSTEMS INSTITUTE
Table of Contents for an Overview of Natural Systems New Management Philosophy
1) What Is the Context for Developing Objectives?
2) Each Level of Objectives Is Developed and Fulfilled within the Context of Encompassing and Subsumed Structures
3) Differentiating Management by Objectives for Implementing from Management by Objectives for Maintaining ‘Stars and
Stripes’
4) Program Implementation Vs. Setting Mission, Goals, and Policies for the Institution
5) Objectives, at Whatever Level or Component in the Organization, Should Not Be Developed in Isolation from the Rest of the
Organization
6) Integrating Objectives Across External Levels and Structures
7) Mirroring Organizational Levels and Natural Systems’ External Structures, Systems, and Internal Processes
8) Integrating Objectives and Timing Across Departments
9) Creating Interlocking Objectives across Departments and the Harmonizing of Inner Psychological Processes
10) Integrating Components of Objectives Setting of Organizational Levels, Top to Bottom, with External Structures, Systems,
and Internal Processes
11) Collective Time-Task-Project Integration, the Personal Time Factor, and a Unified vision
12) Facilitating More Effective and Efficient Inter-Departmental Integration for Enhanced Productivity through ‘INTERLOCKING’
13) The Institutional Structure Can Be Translated into INTERLOCKING Natural Systems’ Social Structures and Psychological
Processes
14) The Organization’s Levels Each Have Their Own Constraints Which Influence the Degree of Effectiveness of Interlocking
15) The Dynamic Relation of External Levels to Structures and Internal Processes from Perspectives: Bottom Up< >Top Down
16) Making the Shift from Implementing the New Management Philosophy to the Value Added Feature of Continuous Self
Modification
17) Facilitating an Orientation to a Model Of Continuous Self-Modification for Enhanced Creativity Entail:
18) Merging Structural Analysis, Participatory Management, and Management by Objectives
for a Model of Organizational Continuous Self Modification
19) Psychological Structures Involved in a Continuous Self Modification Model Consist of Relationships and Inner Intentional,
Cognitive, and Behavioral Processes
20) The Role of Relationships and Relationship Skills in Enhancing Self Modification , Creativity, and Productivity
21) The Relation of Psychological Structural Change to the Transformation of Organizational Levels
22) Addressing Intentional and Cognitive Processes to Optimize Creativity, Productivity, and Self Modification
23) Creating Mission Statement, Goals, Objectives, and Performance Indicators that Transcend the Institution
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What is the context for developing objectives?
1. If you are in a profit making, private business, for example, a factory, retail store, service industry, research and
development, information, or financial enterprise, you company probably has two major concerns: productivity
and cost reduction. The company’s mission might be to improve its profit margin, or income from productivity
minus cost. To achieve this mission, the company will have many other goals and objectives that help to realize the
mission. Each department’s work can be measured and the measures will be called performance indicators.
Developing goals and objectives for departments, job categories, and individual employees in a business
environment is usually straightforward.
2. If you are in a non-profit, human service organization, like a juvenile correctional institution, developing goals and
objectives is not so straightforward, nor, even, is developing a mission statement. For this reason, such
organizations and institutions do not concern themselves with the types of mission statements, goals, objectives,
plans, time-lines, and performance indicators that are ubiquitous in the private sector. Annual reports for human
services organizations describe the number of people in various classifications that have been processed in ways
appropriate to the type or function of the organization. Reports can include such things as annual budgets and the
types of failures and successes unique to their type of organization and function. An institution, like a juvenile
correctional institution may keep records on number of escapes, annual aggregate test scores, costs for workers
compensation, employee turnover, and a few other such global measures. Employees themselves are evaluated,
typically annually, on such criteria as adherence to the proper attire, tardiness, absenteeism, abuse of sick time,
knowledge of and adherence to policies and procedures, cooperativeness, adequacy of performance of their
prescribed duties, and the like, broken down into twenty or thirty questions with numerical rating scales, and a
space for the supervisor to make comments.
3. As you can see, such human services reports and evaluations are not relate to specified goals and objectives
tailored to the functions of departments or employees’ job categories. Furthermore, job descriptions and
evaluations are isolated from vertical levels of the organization above and below a department or employee. They
are also isolated for horizontally distributed departments on the same vertical level in the organization. These goals
and evaluations operate in isolation from the rest of the organization or the ‘Gestalt’ of the organization. Instead,
each strives to maintain a status quo for the way it operates. This results in such organizations suffering from a
stale ossification.
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Re-Orienting Juvenile Correctional
Institutions to a New Management
Philosophy
Instituting Management by Objectives, Participatory
Management, and Structuralism.
Developing Context Sensitive Objectives that Integrate
the Total Institution
Each Level of Objectives Is Developed and Fulfilled
Within the Context of Encompassing Organizational Levels
The Nation and State
The County
External Environmental Contexts
The Juvenile Probation Department
Institutions
Your Institution
Departments
Programs
Job Categories
Tasks
Context Sensitive Development and Training
Organizational structures consist of levels
in which higher levels encompass and exert control over lower levels
Each Person Performs and Each Task Is Performed Within Contextual Levels.
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Each contextual
level encompasses, subsumes,
and has influence over subsequent levels.
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Differentiating Management by Objectives
for Implementing Programs
from Management by Objectives
for Maintaining Stars and Stripes
1. Briefly, in the traditional juvenile correctional institution the management approach is simply to make sure policies and procedures
are adhered to, personnel evaluations, promotions, and discipline of employees is fair, disturbances and troublesome issues are
handled responsibly and quickly, records and reports are accurate and forwarded to the appropriate higher authorities in a timely
manner. The levels of management also must make sure educational, rehabilitation, and disciplinary programs for the youth are
faithfully executed. The management attempts to make sure that performance indicators such as numbers of injuries, escapes,
destruction of property, workers compensation, and staff turnover are kept within a ‘reasonable’ range. In other words, the
management attempts to make sure the institution adheres to standards upheld by the highest level of authority to whom they are
accountable.
2. It is clear that the typical orientation of the institution is primarily to maintain as trouble free an environment as possible. This could
be characterized as a ‘control’ orientation.
3. If the orientation of the institution is to switch to an orientation that emphasizes making a optimal impact on the residents so as to
build their character and maturity and insure that they do not recidivate, a different approach to management must be implemented.
4. The position taken here is that a combination of Management by Objectives, Participatory Management, and Structuralism is ideal for
designing a program that will have optimal impact on the youth.
5. There are, therefore, two stages involved in adopted this management approach. First, the new management philosophy must be
implemented. Second, the new philosophy must be used to design and implement a program that will have the optimal impact.
6. In the beginning, the management philosophy must be taught and implemented as a desirable program is being designed. As the
management philosophy is beginning to be learned and applied, it is primarily applied to implementing the program. When the
program is successfully implemented, the management as well as the total institution has become accustomed to the new
management philosophy as well. To ensure that the new program is maintained at its highest level, the new management philosophy
must also be maintained.
7. Since the process of developing the new management philosophy and the new program necessarily entailed that the institution was
involved in a process of self correction or self modification, all of the staff will have become oriented to participating in self
modification within the context of the new management philosophy. For the program to continue to be successful, it must not be
allowed to become stagnant, or just another status quo to be maintained. If the latter happens, the management inevitably, but
usually unconsciously, reverts to an implicit philosophy of control. The zest and motivation that comes from a sense of ownership of
the program and a sensitivity to signs of regressing and to possible avenues for improvement fades and morale declines along with it.
8. It is necessary, therefore, that the institution's staff be aware of the fact that there are these two stages. The first stage in which the
new management philosophy is both begin learned and applied to the task of designing a new program. The second stage in which
the management philosophy continues to be used to maintain the program but also that the staff are consciously aware of and
committed to maintaining a posture of self modification.
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Program Implementation
Vs. Setting Mission, Goals, and Policies for the Institution
Constraints
The demands from each level
are accomplished by shaping
the level below. The
Structures
performance of the base
implementation level is a
and Systems
direct function of the
The
structure and quality of
implementati
successively higher levels.
on of an
institution's
new program
is constrained
by its Policies,
Mission, and
Goals.
Settings
Situations
Roles
Relationships
Understanding of how
these Natural Systems
structures function
and have their effects
on each other is of
vital importance for
determining the
amount and quality of
productivity.
Policies,
Mission, and
Goals may have
to be revised to
adapt to and
facilitate the
success of the
implementation.
Individual intentional,
behavioral and cognitive processes
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dynamic tension constantly exists between the lower and higher
levels of structure7 in this hierarchy
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Objectives, at Whatever Level in the Organization, Should Not Be Developed in
Isolation from the Rest of the Organization
The Gestalt of the Organization has to be reoriented to thinking
in terms of working toward objectives rather than adhering to
old standards for performance. This is a bold transition. It
means breaking old implicit beliefs, old habits of thought, old
patterns of behavior, old criteria for evaluating performance,
and a blind, status quo, orientation to the future and reorienting
to a new VISION to pursue.
1. With all of the levels of hierarchy, all of the departments, all of the staff in the wide variety of job categories carrying
out their duties in concert according to long established patterns, if one small part of the institution were to begin to
operate on the basis of MBO, the result would be disharmony, conflict, and distress.
2. The reason for this is that MBO reorients staff to the achievement of goals that are typically different from, but not
always in conflict with, standards. This difference entails a change in criteria and method of performance evaluation.
3. The relation between a supervisor and subordinate changes toward giving the subordinate more autonomy and
independence based on objectives, plans, measures, and timelines that previously have been agreed upon.
4. What the supervisor attends to also changes since there is a radical difference between performance evaluations
based on standards and those based on a periodic review of the extent to which objectives have been met and require
revision.
5. Performance evaluations based on standards are usually made on an annual basis with a set of criteria that are
immutable and the same for everyone and that emphasize conformity and adhering to the status quo.
6. Performance evaluations in MBO are based on the time-line’s completion dates and, using the objectives measures,
the degree to which the objective has been reached. Several Objectives may be involved but they all point toward
performance indicators that support the institution’s MISSION.
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Integrating Objectives Across External Levels and Structures
NATURAL SYSTEMS ANALYTICAL CONSTRUCTS
EXTERNAL LEVELS OF THE ORGANIZATION
Constraints
Structures
& Systems
The Nation and State
The County
Settings
Situations
External environmental contexts
Roles
Relationships
The Juvenile Probation Department
Institutions
Your Institution
Individual intentional,
behavioral & cognitive processes
Departments
Programs
Job categories
Tasks
Department A
Objectives
Time Lines
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Elementary Organizational
Units for Setting Objectives
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Mirroring Organizational Levels
in Natural Systems’ External Structures, Systems,
and Internal Processes
JUVENILE PROBATION DEPARTMENT’S MISSION,
GOALS, AND OBJECTIVES ARE IMPLEMENTED
WITHIN THE CONTEXT OF ORGANIZATIONAL
STRUCTURES AND NATURAL SYSTEMS
STRUCTURES, SYSTEMS, AND PROCESSES
ORGANIZATIONAL
STRUCTURES
NATURAL SYSTEMS’
STRUCTURES, SYSTEMS, AND PROCESSES
INSTITUTION
INSTITUTION’S DEPARTMENTS AND INTERACTION ACROSS DEPARTMENTS AS HORIZONTAL
AND VERTICAL STRUCTURES AND SYSTEMS
DEPARTMENTS
INTERACTION BETWEEN DEPARTMENTS’ HORIZONTAL AND COMMUNICATION
STRUCTURES AND SYSTEMS
PROGRAMS AND JOB
CATEGORIES
PERFORMANCE AND COMMUNICATION SYSTEMS, SETTINGS, SITUATIONS, AND ROLES
WITHIN AND BETWEEN PROGRAMS AND JOB CATEGORIES
TASKS
FACE TO FACE INTERACTION WITHIN SOCIAL SYSTEMS AND BETWEEN ROLES AND
RELATIONSHIPS, GUIDED BY INDIVIDUAL INTENTIONAL AND COGNITIVE PROCESSES
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Integrating Objectives and Timing Across Departments
The puzzle of how to coordinate sub projects of a major project translates into:
1. How each individual and project group relates to the mission, future direction, objectives, and time
lines of the whole corporation?
2. How each individual mind works on its piece of the puzzle and dovetails with the timing and
specifications of all related sub projects and individual minds?
INSTITUTION
Department B
Objectives
Time Lines
Sub Projects
Department A
Objectives
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Time Lines
Creating Interlocking Objectives Across Departments
and the Harmonizing of Inner Psychological Processes
The puzzle of how to coordinate sub projects of a major program’s project also translate into:
1. How individuals involved in their project and a project in another department bring their inner
psychological processes to the point of understanding and willing the success of the ‘other’?
2. How do these individuals from different projects commit their inner psychological processes to a
genuine commitment to ‘mutual facilitation’?
INSTITUTION’S MISSION, GOALS AND OBJECTIVES
Sub Project 2
in Dept. A and Sub
Project 2 in Dept. B
work toward their
own objectives and
also have objectives
that facilitate each
other’s objectives.
Neither are
successful in reaching
their own objectives
unless the other
reaches certain
specified and agreed
upon objectives.
This is the
essence of
interlocking
objectives.
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Department B
Objectives
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Department A
Objectives
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Time Lines
Integrating Components of Objectives Setting of Organizational Levels, Top to Bottom,
with External Structures, Systems, and Internal Processes
National Juvenile Justice
Constraints
Structures
& Systems
State Juvenile Justice
Settings
Situations
Roles
Relationships
Local Environmental Context
County JPDs
Juvenile Correctional Institutions
Institution
Departments
Programs
Job categories
Tasks
Individual intentional,
behavioral & cognitive processes
Department A
Goals
Time Lines
Objectives
Measures
Lining Up Systems and Processes
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Lining Up Intentional Processes
Edwin L Young, PhD
Project 1 Goals Time Lines Objectives Measures
Individual 1 Goals Time Lines Objectives Measures
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Collective Time-Task-Project Integration, the Personal Time Factor, and a Unified Vision
Each individual has a complex set of temporal processes. In the institutional setting, a person’s own temporal processes have to be
integrated with the institution’s schedules and project time-lines. The daily steps and strategies involved in the present operations of each
job category are not too difficult to learn. However, when one injects new projects into the equation, time integration becomes much more
difficult. There are stages to the implementation of the project. The individual has to take into account which steps come when at each
stage. Again, the proximal stages are not so difficult as are the more distal stages that ultimately lead to the completion of the project at the
specified date on the time-line.
Each person has a ‘life’ which included degrees of involvement in the institution. This involvement may include their own ongoing goals
they have for particular residents or personal projects such as a picnic or ball game. They also have their own vision for the way they
want the institution to be. This vision may be kept to themselves, in reserve, waiting with a sense of expectancy for the right moment to
make it happen. These personal visions can sometimes be tied up with their identity or an identity they hope to be bestowed upon them
if they are successful.
Reserve Prospective
Distant Personal Future
Ongoing Personal Future
Distal
Project Completion
Proximal
Stages of Project
Present Operations
Strategies, Steps
INDIVIDUAL TIME-TASK INTEGRATION
PERSON A
Reserve Prospective
Distant Personal Future
Ongoing Personal Future
Distal
Project Completion
Proximal
Stages of Project
Present Operations
Strategies, Steps
INDIVIDUAL TIME-TASK INTEGRATION
PERSON B
Reserve Prospective
Distant Personal Future
Ongoing Personal Future
Distal
Project Completion
Proximal
Stages of Project
Present Operations Strategies, Steps
INDIVIDUAL TIME-TASK INTEGRATION
PERSON C
COLLECTIVE
TIME-TASK-PROJECT
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INTEGRATION
Edwin L Young, PhD
These personal visions can be in conflict with the institution’s goals and projects to
such an extent that they play havoc with the necessary time-task integration involved
in the stages of implementation of the project. These conflicts have to be expressed,
shared with the group, discussed collectively, and resolved in such a way that a
harmony between the various individual visions and the project group’s and
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institution’s vision.
Facilitating More Effective and Efficient
Inter-Departmental Integration
for Enhanced Productivity
through ‘INTERLOCKING’
The Organization has levels
in which higher levels encompass and exert control
over lower levels
Within these Levels
Social structures consist of various naturally occurring
INTERLOCKING
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systems,
work settings,
situations that occur within settings,
formal and informal roles
and relationships
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The Institutional Organization
Can Be Translated into
INTERLOCKING
Natural Systems’ Social Structures
and Psychological Processes
Social structures consist of various interlocking
systems, work settings, situations that occur within
settings, formal and informal roles, and relationships.
Psychological structures consist of interlocking
relationships and inner intentional, cognitive, and
behavioral processes.
Each of these structures, systems, and processes
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functions as a dynamic whole within the Organization.
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The Organization’s Levels Each Have Their Own Constraints
Which Influence the Degree of Effectiveness of Interlocking
The highest level involves setting the constraints for the rest of the organization
and each successive encompassed level:
Mission,
Goals,
Objectives,
Plans,
Priorities,
and POLICIES.
Policies May Change When New Programs Are Implemented
The lowest level involves the implementation of tasks necessary to
achieve the goals and objectives
within the constraints of the policies.
1. Policies May Have To Change When New Programs Are Implemented
2. CONSTRAINTS MUST ACCOMMODATE TO THE NEED FOR INTERLOCKING
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Facilitating Coordination between the External Levels
and Natural System’s External Structures and Systems
and Internal Structures and Processes
for Effective Interlocking
1. Institutions are divided into departments and departments have hierarchies and territories. Their communication
channels offer the chance to use information for egoistic purposes. This is a kind of power for the powerless and a
kind of psychological bargaining. Departments also have cliques. They develop a subculture which typically has an
investment in avoiding extra work and change. They enjoy the power of obstructionism. These social and
communication systems interact to affect performance systems. Their inner processes are shaped to adopt
strategies to adapt to these systems.
2. To open up these obstructionist systems and change their language and subculture so that there is an openness and
investment in sharing, mutual facilitation, and creative change, the new management philosophy uses participatory
management with members of each of the implementation groups cutting across the vertical and horizontal
systems, or departments and chain of command. As the group process proceeds, the leader makes sure that every
member receives positive regard and is recognized for their contributions.
3. As staff begin to offer constructive suggestions, task force groups with heterogeneous composition are formed.
When they successfully complete projects they are given public recognition for their contributions. Eventually they
become productive and this productivity becomes a new pattern. They begin to see that their efforts and sharing is
becoming mutually facilitative across departments and up and down the hierarchy.
4. This new phase becomes a springboard for introducing explicit interlocking objectives. Up and down the hierarchy
their mutual facilitation and recognition of contributions leads to a valuing of what staff above and below have to
offer. The staff begin to get invested in making a concerted effort to come up with valuable, practical suggestions.
5. A community of mutual respect is now developing. This leads to increased success in implementing changes. They
begin to like their work and look forward to coming to work. This change of attitude and behavior is infectious and
carries over to the youth. Youth start liking staff and wanting to bond with them. Staff and youth both feel that
they are now a part of a community of mutual respect, care, and responsibility.
6. Effective interlocking of objectives goes hand in hand with the evolution of a healthy community.
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The Dynamic Relation of
External Levels to STRUCTURES and
INTERNAL PROCESSES
Perspectives:
BOTTOM UP<>TOP DOWN
Needing to
comprehend how
my part must fit
with the other
parts and
ultimately into
the whole
National Juvenile Justice
State Juvenile Justice
Local Environmental Context
County JPDs
Juvenile Correctional Institutions
Institution
BOTTOM GOING UP
Departments
Power to control the nature and
function of the encompassed lower
structure
Programs
Job categories
Higher structures
Tasks
increasingly dependent upon compliance
and accommodation
of lower levels
Lower structures
increasingly
dependent on
explicit
communication of
how their part fits
into the whole
Constraints
Structures & Systems
Decreased
power to
influence
Settings
Situations
Roles
Relationships
Individual Intentional,
behavioral and cognitive processes
Accommodating to each higher structure requires
a comprehension of the purpose of the higher structure
Tasks
Job categories
Institution
TOP GOING DOWN
County JPDs
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Local Environmental Context
State Juvenile Justice
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Conveying how all
of the parts must
accommodate to
the whole
Making the Shift from Implementing the New Management Philosophy
to the Value Added Feature of Continuous Self Modification
1. So far, we have seen how the merged three management approaches has been used in implementing the merged three management
approaches which we refer to as the ‘New Management Philosophy’. The implementation process has involved the use of many
management by objectives forms and many of the forms used in structural analysis by the participatory management groups. This has
resulted in each level in the chain of command and each department gaining a knowledge of each other’s points of view and gaining
an understanding of how the structures of the organization have shaped the inner processes and behaviors of staff. They begin to
understand how when they have altered the structures the attitudes and behavior of everyone involved have bee favorably altered. It
is clear that becoming an integrated community where everyone is encouraged to freely contribute to organizational change, everyone
has a sense of ownership of what they have created and have a strong investment in its success.
2. Realizing how the nature of the organization has been transformed, the next step is to realize that, once a new, optimal program for
the youth has been designed and implemented, stopping the process that led to this point is very likely to result in stagnation. The
sense of control, ownership, the zest of creating together, and the deep sense of satisfaction when success in the form of thriving staff
and youth can begin to fade.
3. If things are going well, there is a tendency to lose the impetus to continue to improve the organization and the program. This, of
course is an illusion. A well working program does not mean that there is no more room for improvement. The process involved in the
creative insights and successful implementation can and should be encouraged to continue as a permanent part of the ‘New
Management Philosophy’.
4. The continuation of these implementation processes and feelings is called ‘Continuous Self Modification’. This becomes a fourth
feature of the ‘New Management Philosophy’. Adopting continuous self modification as a permanent part of the management
philosophy does not mean that the organization remains in a constant state of tumultuous transformation. Instead, the process of
continuous self modification becomes increasingly refined. The cognitive, intentional, and behavioral processes are maintained but
their focus is on refinements rather than a total transformation of the organization. It is easy to maintain these processes of
continuous self modification because the youth are always leaving the program and new youth are always entering. Also, occasionally
staff leave and new staff enter. While the new entries and entering a transformed but now stable culture, each is facing an unfamiliar
culture and will typically have a mild form of culture shock.
5. The veteran staff and youth have to induct the new entries and integrate them into participating in the structures, systems, and
processes of the transformed community. The new entries are assisted in understanding and contributing to this new open, personal,
creatively organized, productive, and personally rewarding community which the institution has become. This fact provides and
natural incentive to maintain the process of continuous self modification. The new entries experience the same exhilaration form
contributing and having their contributions respected and those who participated in the original transformation experienced. They
enter an exciting new community and culture with its own positive structure and they too become transformed in a positive way by
these powerful, healthy structures.
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Facilitating an Orientation to
a Model of Continuous Self Modification
for Enhanced Creativity Entail:
A. The Elements of Levels involved in a Model for Organizational
Continuous Self Modification.
B. The Elements of Social Structures and Psychological Structures
and Processes Involved in a Continuous Self Modification Model.
These Consist, Especially, of Relationships and Inner Intentional,
Cognitive, and Behavioral Processes.
C. Continuous Re-Engineering the Relationship between Levels on
the one hand and External Structures and Inner Intentional and
Cognitive Processes on the other.
D. Maintenance of This Creative Momentum Is of the Utmost
Importance for Maintaining the Vitality and Success of the
Community.
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Merging Structural Analysis,
Participatory Management,
and Management by Objectives
for a Model of Organizational Continuous Self Modification
1. Three Management Approaches Merged and
Customized for Continuous Self Modification
1. Structural Analysis
2. Participatory Management
3. Management by Objectives
2. Plus, a Training-Development Philosophy Oriented to
Continuous Self Modification
3. This is the Natural Systems ‘New Management
Philosophy’
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Psychological Structures Involved in
a Continuous Self Modification Model
Consist of Relationships and
Inner Intentional, Cognitive, and Behavioral Processes
1. Addressing the role of relationships and relationship skills in
enhancing creativity and productivity for self modification.
2. Addressing and sharing intentional processes to optimize creativity
and productivity for self modification.
3. Addressing and collaborating cognitive processes to optimize
creativity and productivity for self modification.
4. Practice in modifying group interaction behavior to facilitate the
organization’s self modification.
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Relationship Skills and Their Role
in success with INTERLOCKING OBJECTIVES
and Enhancing
Self Modification,
Creativity,
and Productivity
1. Learning how to identify where interlocking objectives would help by using natural systems’
analytical methods
2. Learning empathy and listening skills
3. Learning authenticity and transparency
4. Learning objectivity in setting objectives
5. Learning negotiation skills, shared planning, and decision making for creating mutually
agreed upon interlocking objectives
6. Using participatory management as a laboratory for developing the skills for working with
other departmental staff as well as to create and carry out the steps necessary to achieve
interlocking objectives
7. Learning to share the joy of mutual facilitation and recognition for contributions to each
other’s success in reaching their objectives and seeing a thriving community of staff and
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youth.
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The Relation of Psychological Structural Change to the Transformation of Organizational Levels
Y
CHANGE IN EITHER X OR Y LEADS TO TEMPORARY
CONFUSION AND FRUSTRATION
Constraints
Structures
and Systems
Settings
Situations
Roles
X
Nation and State
Inferring and
constructing
Relationships
Individual inner intentional,
behavioral & cognitive processes
Texas Juvenile Justice
External environmental context
Juvenile Probation Dept.
Correctional Institutions
Institution
Departments
Programs
Job categories
Perception of Y
Tasks
Memory Patterns for
Prior Schemata of X
and Related Prior Schemes
Reception
Traditional management change agents try
to alter X hoping for increased
productivity in Y.
Retrieval
Internal representation of
environmental context:
Traditional psychological change agents
typically try to alter Y hoping for an
indirect positive effect in X.
1. Assimilation
2. Accommodation
Y Schemata for Social ‘Sets’
Inner, personal transformations
that lead
toEdwin L Young,
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7/17/2015
a transformed community in the institution
Phd
Using the Natural Systems Structural
Analysis and altering X with the effects of
X on Y in mind, Y changes in the direction
that produces required demands for
changes in X and, simultaneously, Y
transmutes into the goals of the traditional
psychological change agent.
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Addressing Your Own Cognitive Processes to Optimize
Creativity, Productivity, and Self Modification
1. Learning to manage the perspectives your mind takes on issues and
problems
2. Learning to manage the way your mind focuses on issues and problems
3. Learning to manage the timing of perspective taking and mode of focus
4. Learning to manage the cognitive operations to be brought into play for
working on issues and problems
5. Learning when and how to bring your mental processes into sync with the
agenda and tasks of interdependent departments, projects, and co-workers
6. Learning to integrate temporal, intentional, and cognitive processes with staff
at various external levels and structures
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Creating a Mission Statement, Goals, Objectives, and Performance Indicators that
Transcend the Institution
• The Institution’s mission statements and goals are typically focused on safety and vague statements
about rehabilitation. Typically there are no objectives in the sense used here and there is no
participatory management. The institution is typically managed in at top down fashion.
• Performance indicators are typically for such things as number of injuries to youth and staff, escapes,
medical costs and costs for workers compensation, violence and mechanical restraints, destruction of
property, annual aggregate educational test scores, employee turnover and the like, and annual cost
per bed or number of youth served annually.
• With Natural Systems management we are moving into what is an uncharted realm for juvenile
correctional institutions. Now were are concerned with a Mission Statement that can include success
with the youths in terms of reduction in recidivism and even positive goals such as continuing success
in school and an absence of technical violations of the terms of their probation.
• This change means that staff in the institution are accountable for the behavior of the youth upon
return to the community. This means a lack of control over what they are accountable for. However,
this takes back to the concept of interlocking objectives. Now a close alliance between and
collaboration between field probation and the institution. If field probation is accountable for not only
minimum recidivism, minimum technical violations, but for positive measures such as continuing
success in school, then the field will develop and interest in the kind and quality of program the
institution has for the youth and the institution has an interest in preparing the youth for success
measures upon return to the community.
• Since both field and institution have interlocking objectives they should develop and interest in sharing
ideas about what is happening in each other’s territories and offering suggestions concerning what
might improve success in their respective territories.
• The institution could even have interlocking objectives with the community. Qualitative or even
quantitative measures of community attitudes to the institution and community support by the
community. The community could likewise keep track of the impact of the institution and its residents
on their community. One might eventually be able to track trends in mutual concern and support
between institution and community over the years in relation to changes in the institution's programs
and the type of support offered by the community.
• The Mission, goals, objectives, and performance indicators have now transcended the confines of the
institution. The staff of the institution now have to anticipate how what they are doing with the youth
will play out when the youth returns home. They have to create programs that build regression free
character, that train them in positive role behavior, that facilitate maturity in many areas of their lives
that will prepare them to face the challenges independence in the home community.
• This is what the ‘Stars and Stripes’ program is designed for.
• To design and implement such a program in an institution that does not already have it, staff are
trained in the Natural Systems Management Philosophy. To implement the program task forces are
created and these task forces are given implementation forms that involve analysis of the structure of
the institution and forms that involve creating aspects of a program and measuring and evaluated the
success of each step and stage in the implementation process. There are forms for evaluating the
quality of the total institution and it the nature of the total community within. These forms assist the
staff in gaining an objective assessment and portrait of each particular new program so that they are
able to pinpoint what is contributing to success and failure and make revisions accordingly.
• Now it should even be possible to make inferences about what aspects of the total program account
for success in which areas of adjustment after the youth returns home.
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• With
this approach the typical mode of managing the institution is truly transcended.
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