OTP Frames Exercise

SM1
DEVELOPING, IMPLEMENTING
AND REVIEWING THE
ORGANISATIONS POLICIES
AND STRATEGIES
Training Manual
Drugtrainers.com Limited 2002

(Final/Revised 2)
SM1 - DEVELOPING, IMPLEMENTING AND REVIEWING ORGANISATIONS POLICIES AND STRATEGIES
Contents
1. Introduction 3
2. Using the manual 4
3. Trainer preparation 5
4. Bibliography, further reading and recommended resources 6
5. Day one: Outcomes and timetable 7
6. Session 1 Introductory session 8
7. Session 2 - Understanding Organisations 10
8. Session 3 Organisational Development 12
9. Session 4 Managing Change 14
10. Session 5 Review/Evaluation 16
11. Day two: Outcomes and timetable 17
12. Session 1 Change (part 2) 18
13. Session 2 OD interventions 20
14. Session 3 Case Study Exercise 21
15. Session 4 Review/evaluation 22
Appendices
1. Pre course worksheet
2. Exercise sheet 1 Instruction sheet (Organisations to which I belong)
3. Exercise 2 Instructions sheet (organisations or not?)
4. OHP definition of orgnanisation
5. Exercise 3 Instruction sheet (Understanding Organisations)
6. Case Example
7. Reframing Organisations (OHP)
8. Frame information sheets
9. Understanding Organisations (session handout)
10. Exercise 4 instruction sheet (Organisational Development)
11. Organisational Development definitions (OHP)
12. Organisational Development (session handout)
13. Types of change matrix
14. Change (session handout)
15. OHPs change model
16. Change proposal checklist
17. OHPs OD interventions
18. OD interventions exercise sheet
19. OD Interventions case study.
20. OD Interventions Handout
21. Course reading list
Page 2 of 46
1: Introduction
This manual had been written to cover the face to face training of the
Developing, implementing and reviewing the organisations policies and
strategies (SM1) course
This course is based on the following DANOS;
BA3 Contribute to the development of the organisations policy and practice

Elements
BA3.1 Contribute to identifying potential for organisational development
BA3.2 Present information and ideas to contribute to organisational
development
Method of delivery
Two day training course with precourse self directed learning.
Target Group
This course is for workers who are involved with organisational development
(OD) interventions to identify ways in which policies and practice may be
developed within the organisation.
Overall Aims
This course aims to develop understanding and identify the skills required to
utilize organisational development activities.
Learning Outcomes
By the end of the course participants will be able to: -
Define organisational development and discuss its underpinning values.
Identify the range of OD interventions and give a rationale for each.
Make a change proposal that addresses the strengths and advantages as
well as the constraints and obstacles to such change.
Page 3 of 46
2: Using the Manual
SM1 is a two day training course. Each study day is 7 hours in duration
(inclusive of a morning and afternoon break and an hours lunch)
The training manual has been written to cover each session of the training
course as it proceeds over the two days.
The exercises should be completed in the order that they are set out.
Resource materials such as exercise worksheets; handouts and OHPs l

are located in the appendix, as indicated in the session plan. Trainers will
need to make sure that the relevant number of copies are made prior to
the start of the course.
Trainers are encouraged to follow the guidelines given in the trainer

preparation exercise and refer to the bibliography, further reading and
recommended resources section.
Trainers should complete the training preparation exercise at least two

weeks before delivering the course.
Trainers should ensure that course participants receive their self-directed

learning materials (precourse worksheet) two weeks prior to the start of
the course.
Page 4 of 46
3: Trainer Preparation
The following information is given to help trainers prepare to deliver the SM1
course. This preparatory work is important in order that elaboration and
clarification of points can be made within the learning environment.
Approximately two weeks before the start of the training course you should
undertake the following: -
a) Familiarise yourself with the pack by reading the session plans,

corresponding presentations and handouts.
b) Ensure that your knowledge is up to date by reading material detailed

in the bibliography, recommended reading and by visiting the websites
detailed.
c) Make notes concerning the DANOS key underpinning areas;

1) Promoting accessibility
2) Promoting equality, diversity, and rights
3) Communication skills
Trainers should generate discussion around practice that is challenged
by these underpinning areas. The aim of such discussion is to
enhance the learning environment and encourage course participants
to challenge and question practice within the organisation.
d) Organise for the precourse worksheet (appendix 1) to be sent out to

course participants.
b) Photocopy relevant instruction /exercise sheets and course handouts

for training days.
Page 5 of 46
4: Bibliography, further reading and

Recommended resources
Alcohol Concern & SCODA (1999) Quality Standards Manual for alcohol and
drug treatment services: SCODA Publications London
Annabel,M & Dopson M (1999) Organisational behaviour in Health care;

Macmillian press
Buchanan D & Huczynski (2000) Organisational Behaviour, an introductory

text (4th edition) .Prentice Hall *
Bolman L & Deal T (1997) Reframing Organisations; Jossey Bass*
DETR (1999) Modern Local Government - in Touch with the People; HMSO
Department of Health (1999) Making a difference - the New NHS. HMSO
Department of Health (1998) A first Class Service - Quality in the new NHS;
HMSO
Easterby - Smith (1998) Evaluating Management Development, Training and

Education; Gower Publishing
French W & Bell J (1999) Organisational Development; Prentice Hall*
French W et al (2000) Organisational Development and Transformation:

Prentice Hall
Hamlin B, Keep J & Ash K (2000) Organsiational Change and Development: A

reflective guide for managers, trainers and developers.Prentice Hall.
Handy C (1993) Understanding Organisations; Penguin books
Lilyman S and Ward C (1999) Balancing organisational and personal

development needs for the nurse, midwife and health visitor. Quay Books
Schein E (1999) The corporate culture survival guide ;Addison Wessley
* Indicates best reads
Page 6 of 46
5: Day One: Outcomes and timetable
Overall outcome
Define organisational development and discuss its underpinning values.
Timetable
Time Activity
09.45-10.00 Registration and welcome
10.00-11.30 Session 1 Introductory session
11.30-11.45 Break
11.45 - 13.00 Session 2: Understanding Organisations
13.00-14.00 Lunch
14.00-15.30 Session 3: Organisational Development:
15.30-15.45 Break
15.45-16.45 Session 4: Change (part 1)
16.45-17.00 Session 5: Reflection/evaluation
Page 7 of 46
6: Day One Session 1: Introductory session
Title : Introductory session
Objectives: To disseminate housekeeping information

To outline the context of the SM1 course
To welcome participants
To establish a learning environment
To familarise participants with each other and begin
the process of information sharing
To outline the course content and requirements
To identify the features of the organisation.
To define the term organisation
Topics Covered: Housekeeping information

Background to project and context of the course
Learning contract and approach
Course content and requirements
Types of organisation participants belong to.
Features and definitions of organisation
Time: 1 hour 30minutes
Learning Methods: Didactic presentation

Small group work
Materials required: Flipchart paper/pens (for groups)

Notepaper/pens (for each participant)
Exercise sheet 1 - organisations to which I belong
(Appendix 2)
Exercise sheet 2 organisations or not? (Appendix
3)
Definition of an organisation (appendix 4) OHP
Method:
00.00-00.05 Welcome
1) Trainer introduces themselves and welcomes
participants
2) Housekeeping details outlined
3) Timings of day outlined.
00.05-00.10 Outline of project

1) Training Project is outlined
2) SM1 course is contextualised within the training
project and the Occupational Standards.
0.10.0.15 The Learning Approach

1) The learning contract is discussed
2) The approach to participative learning is discussed
Page 8 of 46
0.15.0.40 Introductions
Participants are asked to introduce themselves in turn
giving the following information.
1. Name
2. Place of work
3. Job and main responsibilities
4. Reasons for attending the course
5. What they would like to get out of the course.
Facilitator writes up this wish list on a flipchart ( this
will be needed in session 5 review/evaluation)
00.40-01.00 Organisations to which I belong. (Exercise 1)

1. Divide participants into small groups.
2. Distribute the instruction sheet for exercise 1 to each
group.
3. Take feedback points
01.00-00.30 Organisations or not?

Distribute exercise sheet 2 and ask participants to
complete this in small groups.(10mins max)
Ask each group to list the features of an organisation
and develop a definition of an organisation.(10mins)
Write definitions on flipchart and share with the large
group.(5mins)
Discuss definitions and correct any misconceptions
with OHP1(definitions of organisation).
Return to list of organisations and decide whether or
not they are organisations in light of the definition.
End of session
Page 9 of 46
7. Day One Session 2: Understanding Organisations
Title : Understanding Organisations
Objectives: To identify the 4 frameworks of understanding

organisations
To identify the concepts and assumptions that
underpin the frames.
To develop skills in reframing
Topics Covered: Structural, political, human resource and symbolic

elements of organisation.
Reframing concept (Bolman & Deal)
Time: 1hour and 15 mins
Learning Methods: Individual work

Small group work
Presenting and communicating ideas.
Discussion and reflection
Materials required: Flipchart/pens

Exercise 3 Understanding organisations;
instruction sheet (appendix 5)
Case example (appendix 6)
OHP reframing concept (appendix 7)
Frame Information sheets (appendix 8)
Session handout (appendix 9)
Time: Activity
00.00-00.10 Icebreaker
Participants are asked to generate and write down a word
that describes the things they like about the organisation
they work for and a work that describes the things that
frustrate them within the organsiation.
Each participant then reads out these words in turn.
0.10.0.35 Understanding organisations

In a large group participants are asked to identify the
features/component parts and things that make up an
organisation. These are noted on a flipchart by the
facilitator.
The group is then divided into two and the exercise sheet
distributed. Facilitator reads out the instructions
(appendix 5)
Feedback and discussion
Page 10 of 46
00.35-01.00 Reframing example

Divide the group into four and distribute the case example
(appendix 6)
Read through case example
Allocate each group a frame and give each group the
relevant frame information sheet (appendix 8)
Ask participants to identify the issues that need to be
developed within the organisation from the perspective of
that frame.
Feedback to the large group.
01.05-01.15 Reflection/evaluation
Introduce participants to the concept of reframing
(appendix 7) and ask them to discuss with a partner how
they might use this in their work.
Distribute session handout.
End of session Lunch break
Page 11 of 46
8. Day One Session 3: Organisational Development
Exercise Title : Organisational Development (OD)
Objectives: To identify areas for development within the

organisation
To define OD
To examine the participants contribution to OD in
the workplace.
Topics Covered: OD definitions

Identifying work areas for improvement
Nature and extent of work role in contributing to OD
Time: 1 hour and 30 minutes
Learning Methods: Large and small group work

Didactic presentation
Self completion questionnaire
Materials required: Flipchart/pens

Exercise 4 - OD exercise (appendix 10)
Definitions of OD (appendix 11)
Session Handout (appendix 12)
Time: Activity
0.0.0.10 Thoughts on frames

Participants are asked to share information about which
frame they feel most attracted to and why.
00.10-00.45 Exercise 4 Organisational Development Exercise

Distribute exercise sheet 4 (appendix 10) and read out
the instructions.
Participants have around 10 minutes to work on this
individually.
In small groups participants are asked to share their
answers. (15 mins)
Discuss the frames that were easier to work with and
which were hardest in the large group.(10 mins)
00.45-001.10 Definitions Exercise

In 3 group participants are asked to define organisational
development.
These definitions are shared with other groups by
displaying them written up on flipchart paper
Page 12 of 46
Discuss these in relation to the course definitions

(appendix 11) display on OHP.
01.10-01.30 Group discussion

In groups participants are asked to discuss how their
current work role contributes to OD.
Distribute session Handout
End of session
Page 13 of 46
9. Day One Session 4: Managing Change (part 1)
Exercise Title : Managing change
Objectives: To identify how change occurs within the

organisation and the four types of change
To explore experiences of change and identify the
features of well-managed change and change that
is not poorly managed.
Topics Covered: Examples of planned and unplanned external and

internal changes.
Experiences of change
Identifying areas for change within the participants
organisation.
Time: 1 hour
Learning Methods: Small and large group work

Matrix completion
Materials required: Completed exercise 3 sheets from previous

session.
Types of change matrix (appendix 13)
Time: Activity
0.0.0.10 Icebreaker
If you could change one thing in the world what would it
be?
00.10-00.20 Types of change

Participants are given a copy of the matrix (appendix
13) and are asked to give examples of changes their
organisations have experienced over the past two
years.
They share answers with a partner.
00.20-00.50 Experiences of organisational change

divide into small groups
Participants are asked to use identify examples of
organisational changes that went well or went badly
and to identify the features of these changes.
These answers should be written on flipchart in two
columns headed well and badly and pinned up on
the walls
In the large group participants are asked to look at all
the charts and discuss the features of each.
Page 14 of 46
00.50-01.00 Areas for change

Participants are asked to return to their completed
exercise sheet 3 (OD exercise) and identify any areas
that are in need of planned internal or external
change.
These are fedback to the large group.
End of session
Page 15 of 46
10. Day One Session 5: Review/Evaluation
Exercise Title : Review and evaluation
Objectives: To allow participants time to reflect on the training day.

To encourage reflection and feedback on the training
content and environment.
Time: 15 mins
Learning Methods: Discussion

Reflection
Materials required: Paper/pen to note down feedback(facilitator)
Time: Activity
00.00-00.15 Feedback
Participants are encouraged to discuss their experience
of the day and on what they have learned. They should
also write down and feedback their 3 most important
learning points and discuss this within the group.
End of day one
Page 16 of 46
11. Day Two: Outcomes and Timetable
Outcomes
Identify the range of OD interventions and give a rationale for each.
Make a change proposal that addresses the strengths and advantages as
well as the constraints and obstacles to such change.
Timetable
Time Activity
10.00-11.15 Session 1: Change (part 2)
11.15-11.30 Break
11.30-13.00 Session 2: Interventions
13.00-14.00 Lunch
14.00-15.30 Session 3: Case study
15.30-16.00 Break
16.00-17.00 Session 4: Review and Evaluation.
Page 17 of 46
12. Day Two Session 1: Change (part 2)
Exercise Title : Change (part 2)
Objectives: Undertake a forcefield analysis

Outline Lewins model of change
Identify a format for change proposals and the
importance of good communication skills.
Topics Covered: Reasons why change attempts fail and succeed.

Structure and format of a comprehensive change
proposal
Time: 1.25 hours
Learning Methods: Exploration and reflection on current organisational

practice.
Information giving
presentation
Individual work.
Materials required: Participant handout (appendix 14)

OHPs (appendix 15)
Change proposal checklist (appendix 16)
Time: Activity
00.00-00.10 A memory of yesterday

Participants are asked to share an enjoyable memory
from the previous training day.
Facilitator checks for any outstanding questions or any
areas in need of clarification.
00.10-00.40 Changes in the organisation?

In small groups participants are asked to discuss
examples of changes that had succeeded and failed and
try to establish the reasons why.
These reasons are written up on a flipchart divided into
two columns.
Large group feedback/discussions
00.40-00.55 Forcefield analysis.

Ask for an example of an identified change highlighted in
yesterdays change session.
Divide a piece of flipchart paper into two columns.
Ask the participant to identify the things that would drive
the change and then place in the other column the things
that could be considered to be obstacles.
Label the columns, drivers and resistors and discuss the
concept of Lewins Forcefield analysis technique.
Page 18 of 46
Participants are asked to discuss the benefits in using

this approach when thinking about suggesting change.
0.55.1.5 Lewins model of change

Facilitator draws iceberg shape on flipchart and draws
water mark (2/3 iceberg below water) and highlights
stages of change identified by Lewin.
Presentation on Scheins adaptation (appendix 15)
1.5.1.15 Presenting proposals for change

Distribute checklist (appendix 16) and read through the
checklist with participants answering any questions as
you go along.
End of session
Page 19 of 46
13. Day Two session 2: OD interventions
Exercise Title : Organisational development Interventions
Objectives: To identify the range of OD interventions.

To identify the rationale for each intervention
To analyze the use of such interventions in the
participants workplace.
To identify skill and knowledge gaps in using OD
interventions
Topics Covered: Range and rationale for OD interventions
Skills in using OD interventions

Learning Methods: Lecture
Small group work
Materials required: PowerPoint presentation/multimedia projector or

ohp projector
OHPs Od intervemtions (appendix 17)
Time: Activity
00.00-00.20 Generate ideas
When a client approaches your service to get help in
implementing a change what is the range of interventions
on offer?
Facilitator writes these up on flipchart.
Participants are asked to discuss which of these
interventions could be used in OD work.
Facilitator uses iceberg picture from previous session to
and asks participants to identify at what stage of Lewins
change model these interventions would be used.
0.20.0.30 Presentation
OD intervention types (appendix 17)
00.30-01.00 Exercise 4
Distribute instruction sheet and read through instructions
sheet. At the end of the allocated time participants are
requested to return to the large group.
01.00-01.30 Reflection
Participants are encouraged to reflect on their experience
of the last exercise and answer the following questions
What knowledge gaps and skill gaps exist for you in
terms of using OD interventions?
End of session.
Page 20 of 46
14. Day Two Session 3: Case Study exercise
Exercise Title : Case Study Exercise

Objectives: To be able Select appropriate Od interventions
To demonstrate understanding of rational for use of an
OD intervention.
To demonstrate the ability to apply theory to practice via
the use of a case study exercise.
Learning Methods: Case study work in groups

Feedback and self evaluation
Materials required: Case study exercise sheet (appendix 19)

Flipchart paper and pens
Od interventions handout (appendix 20)
Course reading list (appendix 21)
Time: Activity:
0.0.0.5 Introduction
Distribute instruction sheet and case study.
Inform participants that they have 50minutes to
complete the exercise and that they should return to
the large group at a particular time.
Divide group into three
00.05-01.00 Case study exercise

The facilitator will monitor groups progress but in this
exercise the process will create as many learning
opportunities as the result.
01.00-01.30 Reflection and review

Write the following reflection points on a flipchart and
invite discussion in groups.
How did you approach the task and what were your
priorities?
Which parts of the task did you find difficult and why?
What assumptions about the characters or Help4U did
you make?
What are your main learning points? (share these with
the large group if time permits)
Distribute Session Handout, and course reading list.
Page 21 of 46
End of session.
Page 22 of 46
15. Day Two Session 4: Review/evaluation
Exercise Title : Review/evaluation
Objectives: To facilitate discussion on the process of learning

To obtain feedback on the training materials
To obtain suggestions for improvement.
To thank participants for their involvement of the project.
Time: 1 hour
Learning Group discussion

Methods:
Materials Pen/paper(for note taking)
Course evaluation sheets.
required:
Time: Activity:
0.0.0.40 Group discussion

Facilitator invites comments concerning the level and
appropriateness of the training materials. Asks for
suggestions on improvement of the course.
0.40.0.55 Evaluation Questionnaires

Course evaluation questionnaires are distributed ,
completed and returned into a collection box.
00.55-01.00 Thank You
End of course
Page 23 of 46
Appendix 1 (precourse worksheet)
Pre course Worksheet

SM1 - Developing, implementing and reviewing the
organisations policies and strategies
Prior to coming on the above course it would be helpful if you would

undertake the following tasks. This information is required to help with
group discussions.
Obtain a copy of your organisational objectives, strategy and mission

statement (or anything similar).
Provide or draw an organisational Chart.
Provide an up to date copy of your job description.
Outline the major changes/ influences on your organisation over the

past two years.
Reflect upon and make notes about the things that have helped and
hindered you in undertaking this worksheet.
Page 24 of 46
Appendix 2 (Exercise 1 Instruction sheet )
Organisations to which I belong.
A. In small groups you have 10 minutes to answer the following: -
1. List the organisations to which you belong or have belonged to.
2. Briefly outline your reasons for joining these organisations
3. What do you give to them and what do you get from being a member?
4. Which ones do you no longer belong to and why?
B. Now discuss the following, you have about 5 minutes for this part
of the exercise.
1. What Information, if any, has surprised you during this exercise?
2. What are two most interesting learning points for your group that you would
like to feedback to the large group?
Page 25 of 46
Appendix 3 (Exercise 2 Instruction sheet)
Organisations or not?
Which of the following are organisations and which ones are not? You
have 10 minutes to come to a consensus within your group.
1. Drugscope
2. The Sioux tribe
3. A Babysitting circle
4. Oxfam
5. The Green Party
6. The Clarke family
7. Microsoft
8. Families Anonymous
9. Cricket team
10. A running club
Page 26 of 46
Appendix 5 (exercise sheet)
Exercise 3 - Understanding organisations

In your small group think about the different elements or aspects of an
organisation identified in the brainstorm exercise and try and place them
into one of the following frames.
Structural Frame:
Examines the context within which people work together
Human Resource Frame:

Organisations and people need each other. Organisations need ideas, energy and talent. People
need careers, salaries and development opportunities
Political Frame:
Power is a property that exists in any organisation, politics is the way in which power is put into
action. Rosemary Harrison
Symbolic Frame:
Understanding the organisational culture and shaping it appropriately.
Page 27 of 46
Appendix 6 (Case example)
Case Example
Siobhan and Marie have been employed by a drugs service that offers a range of
services within a NHS trust. Their jobs are within the methadone programme, which
offers supervised dispensing within a motivational context to 35 clients on a daily
basis
Both were attracted to the post because they were interested in using a motivational
interviewing approach and working with stable clients. They were both attracted to
the development and training opportunities on offer and the emphasis on user
empowerment.
They have both been in the service for two weeks. They will have their official
induction to the trust in two weeks time. Their manager is off on sick leave and the
team leader who will be their supervisor is on annual leave for the next week. There
are two other members of staff Euan and Abidin , who are experienced but
demotivated. They have been truthful and open with the new members of staff
telling them that the manager is as good as useless and may have promised them
study leave and development opportunities at interview but that they are unlikely to
materialise. They have also told them that the team leader is brilliant but rarely seen
as they are usually, sorting out stuff not done by the manager and always cancels
supervision.
Siobhan and Euan have fallen out as he has accused her of sitting around and not
getting on with work. She on the otherhand has stood her ground and questioned
the use of motivational interviewing and is clear that her job description states that
this is a major part of her work. The atmosphere is tense and there is no forum for
the staff to discuss and sort out these issues.
Feeling unsupported, and wondering if this was the positive career move she had
anticipated Siobhan takes her worries and uncertainties to a close friend. This
person is a manager of another directorate within the trust. He is supportive and
advises her and Marie to jointly write a letter of complaint about their introduction to
the organisation, clearly outlining the difficulties they are experiencing.
Unknown to Marie and Siobhan they will be providing evidence of poor management
to the trust who are closely monitoring their managers performance.
Page 28 of 46
Appendix 8a (course handout)
Understanding Organisations
(Adapted from Bolman & Deal (1997) Reframing Organisations; Jossey Bass)
A) The structural frame
Like an animals skeleton or a buildings framework, structural form both enhances

and constrains what organisations can accomplish
Outline
Examines the context within which people work together.
It can often be misunderstood as red tape and beauracracy, mindless memos and meetings about
meetings.
Structural issues are subtle and are frequently overlooked in organisations.
Training programmes are often used (unsuccessfully) to solve structural problems.
Organisations are generally not very creative in determining structures that work for (not against)
people and the purpose of the organisation.
Central dimensions of the structural frame

Organisations divide work by creating specialised roles, functions and units and allocating
responsibilities.
These elements must be tied in vertical and horizontal ways to ensure integration.
There is no best way. Structures will depend on the organisations goals, strategies, technology
and environment.
Formal structures have a positive impact when they help people to get work done and a negative
impact when they get in the way or make it easier for managers to control workers.
Underpinning Assumptions
Organisations exist to achieve established goals and objectives. If there is a lack of clarity about
these then there will be difficulties in the way that the organisation functions.
Organisations function best when rationality prevails over personal preference and external
pressure. It is a logical approach to understanding the organisation.
Structures must be designed to fit and organisations circumstances, including its goals, available
technology and environment.
Organisations increase efficiency and enhance performance through specialism and the division
of labor.
Appropriate forms of co-ordination and control are essential to ensuring that individuals and units
work together to achieve organisational goals.
Problems and performance gaps arise from structural deficiencies and can be remedied through
restructuring.
Finding out more?

Subject areas scientific management, Industrial Psychology and Sociology
Topics Visioning, environmental scanning, mission, re-engineering, restructuring.
Page 29 of 46
Appendix 8b (course handout)
B) The Human Resource frame
Outline
Academics and management alike have until recently ignored the influence of the human
resource frame.
The influence of the frame has grown as organisations realise that some employment and
development practices are in some cases unlawful and that Human resource management and
development are no central to good management practice.
The HR frame is concerned with a range of strategies for improving the fit between individuals
and organisations.
Central dimensions of the human resource frame

The concept of need is controversial but is central to the frame.
Hire right and reward well, provide job security, training and development opportunities,
Empower people to enjoy their work.
Organisations exist to serve human needs, rather than the other way around.
need careers, salaries and development opportunities.
When the fit is poor, one or both will suffer.
A good fit between individual and organisational needs will benefit both.
Finding out more?

Subject areas McGregors theory X and theory Y, Participate management, Enabling Leadership,
organisational behaviour, work motivation, job enrichment. Legal aspects of employment.
Page 30 of 46
Appendix 8c (course handout)
C) The Political frame
Outline
Power is a property that exists in any organisation, politics is the way in which power
is put into action. Rosemary Harrison

Conflict is NOT a problem, but as will not go away how can you make the best of it for the
organisation?
Understanding the different types of power that you have in relation to other people in the
organisation.
O9rganisations are coalitions composed of varied individual and interest groups.
There are enduring differences among individuals and groups in theory values, preferences,
beliefs and perceptions of reality.
Most important decisions in organisations involve the allocation of scarce resources.
Because of scarce resources and enduring differences, conflict is central to organisational
dynamics and power is the most important resource.
Organisational goals and decisions emerge from bargaining, negotiation and jockeying for
position amongst members of different coalitions.
Finding out more?

Subject areas organisational conflict, power bases, agenda setting, networking and forming
coalitions, bargaining and negotiating skills.
Page 31 of 46
Appendix 8d (course handout)
D) The Symbolic Frame
Outline
This frame is an umbrella for ideas from a variety of disciplines, anthropology, sociology,
psychoanalytic theory and focuses on the concept of meaning, beliefs and faith.

Organisations are full of questions that cannot be answered or problems that cannot be solved
with dilemmas and paradoxes everywhere.
We create and use symbols to bring meaning, rituals to provide direction. It is important to
question whether or not these are useful
It is important to understand the organisational culture and to shape it appropriately.
What is most important about any event is not what happened - but what it means.
Activity and meaning are loosely coupled: events have multiple meanings because people
interpret experience differently.
Most of life is ambiguous or uncertain - what happened, why it happened, or what will happen
next are all puzzles.
Higher levels of ambiguity and uncertainty undercut rational analysis, problem solving and
decision making.
In the face of uncertainty, people create symbols to resolve confusion, increase predictability,
and provide direction and anchor hope and faith.
Many events and processes are important for what is expressed rather than what is
produced. They form a cultural tapestry of secular myths, rituals and ceremonies; stories that
help individuals find meaning, purpose and passion.
Page 32 of 46
Appendix 9 (course handout)
A) The structural frame
Like an animals skeleton or a buildings framework, structural form both enhances

and constrains what organisations can accomplish
Outline
Examines the context within which people work together.
It can often be misunderstood as red tape and beauracracy, mindless memos and meetings about
meetings.
Structural issues are subtle and are frequently overlooked in organisations.
Training programmes are often used (unsuccessfully) to solve structural problems.
Organisations are generally not very creative in determining structures that work for (not against)
people and the purpose of the organisation.

Organisations divide work by creating specialised roles, functions and units and allocating
responsibilities.
These elements must be tied in vertical and horizontal ways to ensure integration.
There is no best way. Structures will depend on the organisations goals, strategies, technology
and environment.
Formal structures have a positive impact when they help people to get work done and a negative
impact when they get in the way or make it easier for managers to control workers.
Organisations exist to achieve established goals and objectives. If there is a lack of clarity about
these then there will be difficulties in the way that the organisation functions.
Organisations function best when rationality prevails over personal preference and external
pressure. It is a logical approach to understanding the organisation.
Structures must be designed to fit and organisations circumstances, including its goals, available
technology and environment.
Organisations increase efficiency and enhance performance through specialism and the division
of labor.
Appropriate forms of co-ordination and control are essential to ensuring that individuals and units
work together to achieve organisational goals.
Problems and performance gaps arise from structural deficiencies and can be remedied through
restructuring.
Finding out more?

Subject areas scientific management, Industrial Psychology and Sociology
Topics Visioning, environmental scanning, mission, re-engineering, restructuring.
Page 33 of 46
B) The Human Resource frame
Outline
Academics and management alike have until recently ignored the influence of the human
resource
frame.
The influence of the frame has grown as organisations realise that some employment and
development practices are in some cases unlawful and that Human resource management and
development are no central to good management practice.
The HR frame is concerned with a range of strategies for improving the fit between individuals
and organisations.
Central dimensions of the human resource frame

The concept of need is controversial but is central to the frame.
Hire right and reward well, provide job security, training and development opportunities,
Empower people to enjoy their work.
Organisations exist to serve human needs, rather than the other way around.
need careers, salaries and development opportunities.
When the fit is poor, one or both will suffer.
A good fit between individual and organisational needs will benefit both.
Finding out more?

Subject areas McGregors theory X and theory Y, Participate management, Enabling Leadership,
organisational behaviour, work motivation, job enrichment. Legal aspects of employment.
C) The Political frame
Outline
Power is a property that exists in any organisation, politics is the way in which power
is put into action. Rosemary Harrison

Conflict is NOT a problem, but as will not go away how can you make the best of it for the
organisation?
Understanding the different types of power that you have in relation to other people in the
organisation.
O9rganisations are coalitions composed of varied individual and interest groups.
There are enduring differences among individuals and groups in theory values, preferences,
beliefs and perceptions of reality.
Most important decisions in organisations involve the allocation of scarce resources.
Page 34 of 46
Because of scarce resources and enduring differences, conflict is central to organisational

dynamics and power is the most important resource.
Organisational goals and decisions emerge from bargaining, negotiation and jockeying for
position amongst members of different coalitions.
Finding out more?

Subject areas organisational conflict, power bases, agenda setting, networking and forming
coalitions, bargaining and negotiating skills.
D) The Symbolic Frame
Outline
This frame is an umbrella for ideas from a variety of disciplines, anthropology, sociology,
psychoanalytic theory and focuses on the concept of meaning, beliefs and faith.

Organisations are full of questions that cannot be answered or problems that cannot be solved
with dilemmas and paradoxes everywhere.
We create and use symbols to bring meaning, rituals to provide direction. It is important to
question whether or not these are useful
It is important to understand the organisational culture and to shape it appropriately.
What is most important about any event is not what happened - but what it means.
Activity and meaning are loosely coupled: events have multiple meanings because people
interpret experience differently.
Most of life is ambiguous or uncertain - what happened, why it happened, or what will happen
next are all puzzles.
Higher levels of ambiguity and uncertainty undercut rational analysis, problem solving and
decision making.
In the face of uncertainty, people create symbols to resolve confusion, increase predictability,
and provide direction and anchor hope and faith.
Many events and processes are important for what is expressed rather than what is
produced. They form a cultural tapestry of secular myths, rituals and ceremonies; stories that
help individuals find meaning, purpose and passion.
Finding out more?

Subject areas Organisational culture, Shaping culture, cultural change programmes, cultural
awareness, valuing diversity.
Page 35 of 46
Appendix 10 (Exercise sheet)
Exercise 4 - OD Exercise Sheet

Think about your organisation and its practice. Identify its strengths and also areas
that you think need to be developed. Detail these on the chart in relation to the 4
frames.
Frame Strengths To be developed
Structural
Examines the context within
which people work together.
Human Resource
Organisations and people need
each other. Organisations need
ideas, energy and talent.
People need careers, salaries
and development opportunities
Political
Power is a property that exists
in any organisation, politics is
the way in which power is put
into action. Rosemary Harrison
Symbolic
Understanding the
organisational culture and
shaping it appropriately.
Page 36 of 46
Appendix 12 (Handout)
Organisational Development
OD prepares todays managers to cope with the role of change; to be flexible &
adaptive in a changing environment; to be able to diagnose problems & implement
appropriate change programmes; to be proactive
OD is a new discipline applying behavioral science to help organisations adapt to

change
OD is aimed at improving organisational effectiveness as well as enhancing the

development of members.
Organisations are not static
Organisations interact with external forces
Changes in technological developments create change
Change is ever accelerating
Most people are not prepared for change.
The world is chaotic, full of increasing competition and constant innovation
Organisations that survive will be those that can respond quickly to change,
whether it be enforced or generated internally
OD work prepares todays managers to cope with the role of change; to be

flexible and adaptive in a changing environment; to be able to diagnose
problems and implement appropriate change programmes; to be proactive.
OD is a new discipline which applies behavioural science to help

organisations adapt to change.
Definition
There is no single accepted definition of OD, but there is thankfully there is general
agreement on the nature of OD work and its major characteristics. These are as
follows: -
1. OD applies behavioural science to achieve planned change.
2. The target of change is the total system or organisation
3. The goals of change are to improve organisational effectiveness and
individual development.
Page 37 of 46
Appendix 13 (types of change matrix)
-------------------Planned Change-------------------
Internal External
I
I
I
I
I
I
I
I
I
I
I
I
I
-------------Unplanned Change------------
Internal External
I
I
I
I
I
I
I
I
I
I
I
I
Page 38 of 46
Appendix 14 (session handout)
Change
Kurt Lewin introduced 2 influential ideas about change in the 1940s. The first states
that what happens at any one time is a resultant in a field of opposing forces. He
developed the Forcefield analysis technique to help organisations think about the
dynamics of change. The more information you can identify about the constraints
and obstacles that exist, the easier it is to anticipate difficulties that might arise when
introducing change. I.e. it makes it easier to introduce change.
Forcefield Analysis
(List) I (List)
Drivers of change I constraints/obstacles to change
I
I
I
I
Three-stage model of change

Lewins second idea was a model of the change process itself. He developed a
three-stage model of change, which is a tool for understanding the change process.
Edgar Schein improved on this model in 1987 by specifying the psychological
mechanisms involved in each stage.
Stage 1 Unfreezing
The emphasis in this stage is upon creating motivation and
readiness to change. This is a long process and emphasizes the
importance of planning change and considering the implication of
change from each of Bolman & Deals frames.
The use of the force-field analysis is also important in the
unfreezing stage.
The models that help us understand how difficult change is for our
clients are rarely applied to the organisation.
Stage 2 Changing
This is a relatively quick stage where the identified change is implemented.
Stage 3 Refreezing
Once again this is a long process and it is important that time is allowed to refreeze
on change before introducing another.
Page 39 of 46
Appendix 16 (participant handout)
Change proposal Checklist
What is the current position of the organisation?
Why is change required?
What is the suggested change and how will it be implemented?
What is the rationale for the methods to be used?
What are the expected outcomes?
Think about how the proposal can be communicated to stakeholders and their
support obtained.
What are the anticipated constraints and obstacles? Devise a plan for dealing
with them.
Who will need to drive the change and how can you ensure this is owned and
supported?
Give a linear time frame for implementation, review and evaluation
Give a resource analysis (human and financial)
Page 40 of 46
Appendix 18 (Exercise sheet)
OD Interventions Group Exercise Instructions

(Adapted from French & Bell 1999)
In your group decide upon one area for change within one of your organisations that has been
identified during this course for this exercise. If you prefer you can use the case example from
yesterdays session on understanding organisations.
1. Consider the change area and think about how you could answer the following.
What are we trying to accomplish?
What have we learned from the diagnosis about the readiness to change, the barriers and
obstacles?
What have we learned about the stakeholders and the sources of energy and leadership.
What activities/interventions will help us get there?

(To ensure that psychological and organisational stress are minimised. Choose
interventions that are less likely to cause anxiety, insecurity or distrust.)
What is the proper timing and sequence of the interventions?
Page 41 of 46
Appendix 19 (OD intervention case study)
OD Interventions Case Exercise
Help4U is a charity-based project established in 1997. Funded by donation ,

charitable giving and the local DAT. The project aims to provide the local drug using
population with a range of holistic therapies, stress management training and day
programme facilities following detoxification. The project is particularly aimed at the
local University population which has a wide ethnic mix.
The environment is excellent and well researched with an Internet caf, health suites
and counselling rooms. A range of holistic therapies is available daily and free of
charge. The booking system is available by telephone, Internet and some sessions
are run on a drop-in basis. The relationship with the students union, welfare
department and university counselling service are well established and publicity of
services is good.
Help4U has one managing director (SK), whose activity is mainly concerned with
maintaining financial stability and job security for the 25 members of staff it employs.
There are 6 administrative staff, one of whom who works solely for SK and the other
5 are employed voluntarily for 1 or two half-day sessions per week each. Three of
these are day programme graduates.
There are 12 qualified therapists offering a range of therapies from acupuncture to

yoga who all work approximately 3 sessions per week.
There are two project managers Marco and yourself who have social work and
nursing backgrounds respectively. You are currently studying for a Diploma in
management studies and Marco is studying the foundation course at the Institute of
Group Analysis (IGA) You are jointly responsible for overseeing the project work and
for providing supervision and support to the staff team and generally work well
together.
The other 5 staff members have a good professional skill mix and are of white British
backgrounds. 3 have dedicated outreach posts and 2 run the day programme (12
places) They have all worked at the project since it was established and feel a
sence of commitment, valuing the pleasant working environment and surroundings in
the middle of a thriving university town.
The project has recently purchased some QuADS consultancy and there are a
number of concerns that SK wants to address within the project. The lack of
policies, particularly with regard to the management of human resources are a
priority. SK is also particularly concerned with the lack of understanding between the
organisation wide equal opportunities policy and antidiscrimintory practice. The
outreach workers are also providing information about how the project is viewed as a
white-middle-class environment, which prevents individuals from using the project.
Page 42 of 46
You have recently undertaken a SWOT analysis as a part of your DMS coursework
and have been alarmed at some of the attitudes of members of staff towards clients
who use drugs, or who are unable to maintain a drug free status. You have
approached SK and Marco about these concerns. However Marco is more
interested in looking at the process issues rather than working on a plan of action to
deal with these issues and there is some friction present in your relationship.
The 12 holistic therapists are beginning to feel isolated and do not know what is
going on within the organisation. They that structural changes may be ahead and
this may impact on their future employment. They are beginning to moan to the
administrative staff , some of whom are keen to move into paid employment and feel
that they are getting little support or encouragement at present.
SK has asked you to resolve these matters.
Group Exercise
1. Consider the four organisational frames and identify the

changes that need attention in each area.
2. Prioritise these.
3. Identify your plan of action,

Who will you need to involve?
Which interventions you would use and your rationale.
What difficulties do you anticipate and how will you deal
with them?
How will you review and evaluate this work?
The time allocated for this task 50 minutes.
Page 43 of 46
Appendix 20 (Session handout)
Organisational Development Interventions Session handout

(Adapted from French and Bell 1999)
If the only tool you have is a hammer then youll treat everyone as though they were a nail. (Maslow)
OD interventions are specific techniques used to effect change, to improve organisational effectiveness however this is defined.
They are the tools of OD work. And can be directed at teams or individuals. Using OD interventions is more than reaching into the
toolbox and simply pulling out an intervention. It is important that we know what each tool can do, why we are using it and how to
plan the task in hand.
Rules for implementing OD interventions

1. Undertake diagnostic activities first.
Failure to do so will lead to choosing inappropriate interventions.
2. Maximise effectiveness.
Sequence interventions so that early interventions enhance the effectiveness of subsequent interventions.
3. Maximise efficiency.
4. Ensure resources such as time energy and money are conserved through sequencing.
5. Maximise speed.
6. Sequence interventions to progress towards the improvement goal. Delays cause demotivation
7. Minimise psychological and organisational stress. Choose interventions that are less likely to cause anxiety, insecurity or distrust.
Intervention Description Examples

Diagnostic Activities To establish baseline data and find the way things are. Can take the form of Swot Analysis, PEST analysis
traditional questionnaires, surveys and meetings or the use of projective
techniques.
Team-building activities Largest set of OD interventions. They seek to improve the team Team role questionnaires
performance by helping members understand their own team roles more (Belbin), role analysis.
clearly and to improve their interaction and collaboration. Activities focus on Appreciation and concerns of
task issues, such as they way things are done, and the skills and resources team, Leadership analysis.
needed to accomplish the task.
Intergroup Development To change the perceptions and attitudes that different groups in an
organisation hold with respect to each other and to improve their interaction
and collaboration. Focus on joint work as a single system rather than two
separate systems.
Survey feedback Questionnaires, surveys generate information, which is then feedback to

continued identify problems and opportunities. Groups then analyse the data regarding
their performance and design action plans for themselves.
Education and training To improve the individuals skills, abilities and knowledge which may be On the job, courses,
directed towards technical skills, interpersonal skills, decision-making secondments and placements
abilities and so forth. etc
Technostructural or structural Improve the effectiveness of technical and structural constraints that affect Introducing new technology
activities individuals or groups.
Process consultation activities Help understand the human processes in the organisation and learn skills in
diagnosing and managing them. Primary emphasis on communication skills,
problem solving and decision making.
Grid OD activities Set of activities designed by Blake & Mouton (1989) A six-phase model of Blake, Mouton, McCanse(1989)
change (3-5 years to implement). Begins with upgrading skills of managers change by design:Addison
and leadership activities. Wesley
Third party peacemaking Or role negotiation. Aims to change the perception and attitudes between Conflict resolution
individuals to improve interaction and collaboration.
Coaching and counseling Help individuals determine their learning goals, examine behaviours and Non-evaluative feedback.,
learn new behaviours to meet these goals supervision
Life and career planning Help individuals to focus on their life and career objectives and how to appraisal
activities achieve them.
Strategic management activities To help policy makers reflect strategically on the organisations mission Environmental scanning
Organisational transformation These are large-scale system changes designed to fundamentally change
activities the nature of the organisation. Structure, management, philosophy, reward
systems are all changed. Based on sociotechnical systems.
SM1(Final version) - Page 45 of 46

Appendix 21 ( course reading list)
SM1 - Bibliography, further reading and

Recommended resources
Alcohol Concern & SCODA (1999) Quality Standards Manual for alcohol and
drug treatment services: SCODA Publications London
Annabel,M & Dopson M (1999) Organisational behaviour in Health care;

Macmillian press
Buchanan D & Huczynski (2000) Organisational Behaviour, an introductory

text (4th edition) .Prentice Hall *
Bolman L & Deal T (1997) Reframing Organisations; Jossey Bass*
DETR (1999) Modern Local Government - in Touch with the People; HMSO
Department of Health (1999) Making a difference - the New NHS. HMSO
Department of Health (1998) A first Class Service - Quality in the new NHS;
HMSO
Easterby - Smith (1998) Evaluating Management Development, Training and

Education; Gower Publishing
French W & Bell J (1999) Organisational Development; Prentice Hall*
French W et al (2000) Organisational Development and Transformation:

Prentice Hall
Hamlin B, Keep J & Ash K (2000) Organsiational Change and Development: A

reflective guide for managers, trainers and developers.Prentice Hall.
Handy C (1993) Understanding Organisations; Penguin books
Lilyman S and Ward C (1999) Balancing organisational and personal

development needs for the nurse, midwife and health visitor. Quay Books
Schein E (1999) The corporate culture survival guide ;Addison Wessley
* Indicates best reads

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SM1

Drugtrainers.com Limited 2002

This course is based on the following DANOS;

BA3 Contribute to the development of the organisations policy and practice

2: Using the Manual

Resource materials such as exercise worksheets; handouts and OHPs l

Trainers are encouraged to follow the guidelines given in the trainer

Trainers should complete the training preparation exercise at least two

Trainers should ensure that course participants receive their self-directed

a) Familiarise yourself with the pack by reading the session plans,

b) Ensure that your knowledge is up to date by reading material detailed

c) Make notes concerning the DANOS key underpinning areas;

d) Organise for the precourse worksheet (appendix 1) to be sent out to

b) Photocopy relevant instruction /exercise sheets and course handouts

4: Bibliography, further reading and

Annabel,M & Dopson M (1999) Organisational behaviour in Health care;

Buchanan D & Huczynski (2000) Organisational Behaviour, an introductory

Bolman L & Deal T (1997) Reframing Organisations; Jossey Bass*

Department of Health (1999) Making a difference - the New NHS. HMSO

Easterby - Smith (1998) Evaluating Management Development, Training and

French W & Bell J (1999) Organisational Development; Prentice Hall*

French W et al (2000) Organisational Development and Transformation:

Hamlin B, Keep J & Ash K (2000) Organsiational Change and Development: A

Handy C (1993) Understanding Organisations; Penguin books

Lilyman S and Ward C (1999) Balancing organisational and personal

Schein E (1999) The corporate culture survival guide ;Addison Wessley

* Indicates best reads

5: Day One: Outcomes and timetable

09.45-10.00 Registration and welcome

10.00-11.30 Session 1 Introductory session

11.45 - 13.00 Session 2: Understanding Organisations

14.00-15.30 Session 3: Organisational Development:

15.45-16.45 Session 4: Change (part 1)

16.45-17.00 Session 5: Reflection/evaluation

6: Day One Session 1: Introductory session

Title : Introductory session

Objectives: To disseminate housekeeping information

Topics Covered: Housekeeping information

Time: 1 hour 30minutes

Learning Methods: Didactic presentation

Materials required: Flipchart paper/pens (for groups)

00.05-00.10 Outline of project

0.10.0.15 The Learning Approach

00.40-01.00 Organisations to which I belong. (Exercise 1)

01.00-00.30 Organisations or not?

7. Day One Session 2: Understanding Organisations

Title : Understanding Organisations

Objectives: To identify the 4 frameworks of understanding

Topics Covered: Structural, political, human resource and symbolic

Time: 1hour and 15 mins

Learning Methods: Individual work

Materials required: Flipchart/pens

0.10.0.35 Understanding organisations

00.35-01.00 Reframing example

Distribute session handout.

End of session Lunch break

8. Day One Session 3: Organisational Development

Exercise Title : Organisational Development (OD)

Objectives: To identify areas for development within the

Topics Covered: OD definitions

Time: 1 hour and 30 minutes

Learning Methods: Large and small group work

Materials required: Flipchart/pens

0.0.0.10 Thoughts on frames