Transcript Management in Nutrition Services • Organizational Structure: Scenario 1

Management in Nutrition Services
• Organizational Structure: Scenario 1
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Who are the key participants?
What information is necessary?
How should this information be gathered?
Who should obtain the information?
When should it be obtained?
How should the information be recorded, stored,
shared and updated?
Objectives:
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Review concepts of departmentalization.
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Examine the process of delegation.
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Review basic types of organizational structures.
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Assess organizational structures relevant to areas
in clinical and public health nutrition.
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Objectives:
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Review concepts of departmentalization.
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Examine the process of delegation.
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Review basic types of organizational structures.
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Assess organizational structures relevant to areas
in clinical and public health nutrition.
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Departmentalization
Grouping related functions into manageable units
Function
Process
Product
Market
Customer
Geographic Area
Combination
Montana
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Departmentalization
Based on the Mission Statement and Strategic Plan
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Objectives:
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Review concepts of departmentalization.
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Examine the process of delegation.
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Review basic types of organizational structures.
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Assess organizational structures relevant to areas
in clinical and public health nutrition.
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Delegation
The process that makes management possible because
management is the process of getting results
accomplished through others.
Involves the principles of:
• Responsibility
• Authority
• Accountability
• Scalar Principle (chain of command)
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Delegation – Do’s / Don’ts
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Delegate as simply and directly as possible. Give precise
instructions.
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Illustrate how each delegation applies to organizational
goals
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Mutually develop standards of performance
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Clarify expected results
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Anticipate the questions your employees may have, and
answer them in order
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Discuss recurring problems
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Seek employee ideas about how to do the job
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Delegation – Do’s / Don’ts
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Accentuate the positive rather than the negative. Be
supportive. Exhibit trust.
Recognize superior performance
Keep your promises
Do not threaten your staff. Effective delegation depends
more on leadership skills than on position power.
Do not assume a condescending attitude.
Do not merely give answers. Show an employee how to
do something and why it is done that way.
Do not overreact to problems.
Refrain from criticizing an employee in front of others.
Avoid excessive checks on progress.
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Objectives:
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Review concepts of departmentalization.
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Examine the process of delegation.
•
Review basic types of organizational structures.
•
Assess organizational structures relevant to areas
in clinical and public health nutrition.
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Types of Organizational Structures
The framework for organizing the formal relationships of
responsibility, authority, and accountability.
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Line
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Staff
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Functional
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Divisional
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Shortell
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Functional Design
Exits when labor is divided into departments specialized
by functional area.
• Most useful when the organization has only a few
products or goals.
• Enables decisions to be made on a centralized
hierarchical basis.
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Shortell
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Divisional Design
Appropriate for situations where clear divisions can be
made within the organization and semiautonomous units
can be created.
Shortell
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Shortell
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Objectives:
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Review concepts of departmentalization.
•
Examine the process of delegation.
•
Review basic types of organizational structures.
•
Assess organizational structures relevant to areas
in clinical and public health nutrition.
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Objectives:
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Define ‘organizational change’.
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Describe common change strategies.
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Review issues surrounding ‘resistance’ to change.
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Outline methods for successful change.
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Consider ‘stress’ and ‘change’ in organizations.
Schermerhorn; Ch. 19
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Concept Check
Quick review of Scott-Ladd article
• Knowledge based:
– What is PDM?
– Name four emotionally based components for emotional
intelligence?
– Describe the five-factor framework for crafting learning attributes
in an organization. (p. 98)
• Experience:
– What experiences in your life did you related to these concepts?
• Application:
– How would these concepts apply to the scenario outlined?
• Organizational Change: Scenario 2
Successful ongoing change is essential to
organizations
Schermerhorn; Ch. 19
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Types of change
Radical Change
Incremental Change
Unplanned Change
Planned Change
Schermerhorn; Ch. 19
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Terms:
Change Agent: the people who lead and support
the change process
Innovation:
the process of creating new ideas and
putting them into practice
Schermerhorn; Ch. 19
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Forces of Change
• Environment
Economic
Regulatory
Health Factors
Legal
Personnel
Technology
Schermerhorn; Ch. 19
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Purpose
Clarify or create
mission & objectives
Objectives
Set or modify specific
performance targets
Strategy
Clarify or create
strategic &
operational plans
Technology
Improve equipment
facilities, & work
flows
Change
Targets
Culture
Clarify or create core
beliefs and values
Structure Update
organizational design
& coordination
mechanisms
Tasks
Update job designs
for individuals &
groups
People
Update recruiting &
selection practices;
training, development
Schermerhorn; Ch. 19
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Phases
Kurt Lewin
Unfreezing = the stage at which a situation is
prepared for change
Changing
= taking action
Refreezing = the stage at where changes are
reinforced and stabilized
Schermerhorn; Ch. 19
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Power Base
Change
Strategy
Change Agent
Behavior
Predicted
Outcomes
Rewards
Punishment
Legitimacy
ForceCoercion
Unilateral action;
Command
Temporary
Compliance
Expertise
Rational
Persuasion
Rational
persuasion;
Expert testimony
Demonstration
projects
Long-term
internalization
Reference
Shared
powers
Empowerment;
Participative
decisions
Long-term
internalizatoin
Schermerhorn; Ch. 19
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Concept Check
From our scenario:
• What is the powerbase?
• What was the change strategy?
• What was the change agent?
• What outcomes might occur?
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Why do people resist change?
Schermerhorn; Ch. 19
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Why do people resist change?
Fear of the unknown
Lack of good information
Fear for loss of security
No reasons to change
Fear for loss of power
Lack of resources
Bad timing
Schermerhorn; Ch. 19
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Criteria for successful changes:
Benefit: The change should have a clear relative advantage for
the people being asked to change; it should be perceived as ‘a
better way’
Compatibility: The change should be as compatible as
possible with the existing values and experiences of the people
being asked to change
Complexity: The change should be no more complex than
necessary; it must be as easy as possible for people to
understand and use
Triability: The change should be something that people can
try on a step-by-step basis and make adjustments as things
progress
Schermerhorn; Ch. 19
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Methods for dealing with resistance to change:
Education & Communication
Use When:
People lack information or have inaccurate
information
Advantages:
Creates willingness to help with change
Disadvantages:
Time consuming
Schermerhorn; Ch. 19
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Methods for dealing with resistance to change:
Participation & Involvement
Use When:
Other people have important information
and/or power to resist
Advantages:
Adds information to change planning; builds
commitment to the change
Disadvantages:
Time consuming
Schermerhorn; Ch. 19
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Methods for dealing with resistance to change:
Facilitation & Support
Use When:
Resistance traces to resource or adjustment
problems
Advantages:
Satisfies directly specific resources or
adjustment needs
Disadvantages:
Time consuming & may be expensive
Schermerhorn; Ch. 19
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Methods for dealing with resistance to change:
Negotiation & Agreement
Use When:
A person or group will ‘lose’ something
because of the change
Advantages:
Helps avoid major resistance
Disadvantages:
May be expensive
Can lead others to seek similar ‘deals’
Schermerhorn; Ch. 19
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Methods for dealing with resistance to change:
Manipulation & Cooptation
Use When:
Other methods don’t work or are too
expensive
Advantages: Can be quick and inexpensive
Disadvantages:
Can create future problems if people sense
manipulation
Schermerhorn; Ch. 19
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Methods for dealing with resistance to change:
Explicit & implicit coercion
Use When:
Speed important and change agent has
power
Advantages:
Quick; overpowers resistance
Disadvantages:
Risky if people get ‘mad’
Schermerhorn; Ch. 19
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Resistance to change should:
• be expected
• not be feared
• is a source of feedback than can
improve change effort
Schermerhorn; Ch. 19
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Scott - Ladd
Figure 1. The proposed relationship between emotional intelligence, participative decisionmaking and organizational learning and contextual variables.
Concept Check
Link the scenario to the concepts of Scott-Ladd
• Emotional intelligence
– What behaviors indicate the presence of emotional
intelligence on the part of the change agents?
• Organizational learning
– The five-factor framework for learning attributes – how
could these have been utilized to support change?
• PDM
– Compare the scenario presented to a situation where
PDM is used in the change process