...Examining the Change Process in a Vocational College in Chicago Though organizations most often do not adopt formal change models in their organizational cultures, change models manifest themselves in modified versions consistent with those that have already been researched. A vocational college in downtown Chicago, Illinois has a change model process which resembles the complexity model. The complexity model of organizational fits closely with the culture of the vocational college. The outcomes resulting from this change model vary. Inhibitors to the change process have stifled change progression in this organization. Change agents in the organization are not readily identifiable making it tough to determining who leads change in the vocational college. This composition will examine the aforementioned aspects of the change process as it relates to the vocational college in detail. Conclusions drawn from this analysis will be based on how it compares to using other change models found in research. A more stable and formal change model might be more effective in this vocational college. If the organization sticks to its current change model, success can be realized if all essential steps are complete. Background on the Change Process The vocational college has recently faced mandatory new construction in the English as a Second Language department of the college. The new construction has forced the college to become denser concerning classroom space. This has caused the other...
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...it. There has been an immense number of behavioural techniques developed to treat those who are dependent on alcohol, but reasonably chemical aversion therapy is the best known treatment linked with behavioural theory” (Van Zyl & Joubert,2015),...
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...Transformational change in organisations: a self-regulation approach Transformational change in organisations 143 Purpose – The purpose of the present paper is to advance a testable model, rooted on well-established control and self-regulation theory principles, explaining the causal links between change-related sensemaking, interpretation, readiness and subsequent behavioural action. Design/methodology/approach – Following a review of the two motivation theories and clarification of change-related sensemaking, interpretation, and readiness concepts, the paper proposes a series of research propositions (illustrated by a conceptual model) clarifying how these concepts interact with self-regulating mechanisms. In addition, the feedback model exemplifies how cognitive processes triggered by new knowledge structures relate to behavioural action. Findings – The model expands upon other existing frameworks by allowing the examination of multi-level factors that account for, and moderate causal links between, change-related sensemaking, interpretation, readiness, and behavioural action. Suggestions for future research and guidelines for practice are outlined. Practical implications – The variables and processes depicted in the model provide guidelines for change management in organisations, both for individuals and for groups. By eliciting important self-regulating functions, change agents will likely facilitate sensemaking processes, positive interpretations of change, change readiness...
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...In the aforementioned theories there are distinct similarities as to how Agoraphobia is caused, several theories believe that it is caused by a traumatic life event or situation that has caused distress to the Agoraphobic, for example abuse, a car accident or loss or death of a loved one and this appears to be the main reason that people develop the anxiety that causes Agoraphobia. The behavioural theory fear conditioning also discusses learning this behaviour by reinforcement by people close to the sufferer. Though all the theories believe that the phobia is caused in much the same way it is important to understand that the Genetics paradigm talks about the predisposition of Agoraphobia being hereditary and that it can be linked to a fault...
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...The Theory of Reasoned Action (TRA) TRA posits that individual behaviour is driven by behavioural intentions where behavioural intentions are a function of an individual's attitude toward the behaviour and subjective norms surrounding the performance of the behaviour. Attitude toward the behaviour is defined as the individual's positive or negative feelings about performing a behaviour. It is determined through an assessment of one's beliefs regarding the consequences arising from a behaviour and an evaluation of the desirability of these consequences. Formally, overall attitude can be assessed as the sum of the individual consequence x desirability assessments for all expected consequences of the behaviour. Subjective norm is defined as an individual's perception of whether people important to the individual think the behaviour should be performed. The contribution of the opinion of any given referent is weighted by the motivation that an individual has to comply with the wishes of that referent. Hence, overall subjective norm can be expressed as the sum of the individual perception x motivation assessments for all relevant referents. How the Theory of Planned Behaviour Works The theory of planned behaviour (TPB) was developed by Ajzen in 1988. The theory proposes a model which can measure how human actions are guided. It predicts the occurrence of a particular behaviour, provided that behaviour is intentional. The model is out lined in the next figure and represents...
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... CREATE GOOD IMPLEMENTATION PLAN. PARTICIPATIVE, CREATE GOOD IMPLEMENTATION PLAN. MANAGING SEPARATION. MANAGING CLIENT OWNERSHIP OF CHANGE. SETTING CONDITIONS OF POSITIVE CHANGE. USING DATA TO ADJUST CHANGE. ABILITY TO WORK WITH LARGE SYSTEMS. STAYING CURRENT WITH TECHNOLOGY. ABILITY TO EVALUATE CHANGE. ABILITY TO EVALUATE CHANGE ABILITY TO CLARIFY DATA NEEDS. UNDERSTAND RESEARCH METHODS. BEING AVAILABLE TO LISTEN TO MULTIPLE STAKEHOLDERS. BUILDING REALISTIC RELATIONSHIPS. ABILITY TO WORK WITH AND MANAGE DIVERSITY. ABILITY TO CLARIFY ROLES. COMPETENCIES OF AN O/D FACILITATOR ‐‐‐‐‐ ‐‐‐‐‐ ‐‐‐‐ ‐‐‐‐‐ FOLLOWING ARE THE ESSENTIAL COMPETENCIES FOR AN O/D FACILITATOR – CONTD… ABILITY TO WORK WITH POWER. ABILITY TO KEEP AN OPEN MIND. ABILITY TO SEE WHOLE PICTURE. ABILITY TO INTEGRATE THEORY AND PRACTICE. ABILITY TO FOCUS ON RELEVANCE AND FLEXIBILITY. CLARIFYING OUTCOMES. IMPLIED IN THE ABOVE LIST ARE: SELF AWARENESS. CONSULTING PROCESS MANAGEMENT COMPETENCIES. ABILITY TO DIAGNOSE AND UNDERSTAND THE SYSTEM, DESIGN AND EXECUTE INTERVENTIONS, AND WORK WITH LARGE SYSTEMS. ABILITY TO TRANSFER KNOWLEDGE TO CLIENT. ACADEMIC KNOWLEDGE AND SKILLS IN ORGANIZATIONAL BEHAVIOUR, MANAGEMENT AND ORGANIZATION THEORY AND SPECIFIC KNOWLEDGE AND SKILLS IN O/D. INTERPERSONAL SKILLS. SYSTEMS THINKING RELATED COMPETENCIES. INTEGRATING, BALANCING AND APPLYING THEORY AND PRACTICE. Prof. B. Muralidhara Rao, PGDM (IIM-A) / bmdrao@gmail.com 1...
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...several definitions of behavioural finance exist, there is considerable agreement between them. According to Lintner, “Behavioural finance is the study of how humans interpret and act on information to make informed investment decisions.” Olsen opines that ‘behavioural finance does not try to define ‘rational’ behaviour or label decision making as biased or faulty; it seeks to understand and predict systematic financial market implications of psychological decision processes.’ It should be noted that no unified theory of behavioural finance exists at this time. Behavioural finance is based on research of human and social recognition and emotional tolerance studies to identify and understand incoming economic decisions. Behaviour finance examines recognition and emotional factors influence on the market changes and concentrates on the limited human rationality, explains the psychology effect on the financial activities and argues that financial phenomena can be better explained due to the fact that financial market participants are not rational and their decisions are...
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...Schools of Management Thought SCHOOLS OF MANAGEMENT THOUGHT Structure 4.0 4.1 4.2 4.3 4.4 4.5 Objectives Introduction Historical Perspective Theory in Management Classification of Management Theories Classical Management Theory 4.5.1 Scientific Management 4.5.2 Administrative Management 4.5.3 Bureaucratic Organization 4.5.4 Criticisms on Classical Management Theory 4.6 Neo-Classical Theory 4.6.1 Human-Relations School 4.6.2 Behavioural Schools 4.7 Modem Management Theory 4.7.1 Systems Theory 4.1.2 Contingency Theory 4.7.3 Organizational Humanism 4.7.4 Management Science 4.8 Other Schools of Thoughts, Styles and Approaches 4.9 Problems and Conflicts in Management Theories 4.10 Summary 4.11 Key Words 4.12 References and Further Reading 4.0 OBJECTIVES After reading this Unit, you will be able to • know the historical development of schools of management thought; • explain what a theory in management is; • outline the classification of management theories; • describe important schools of management, their contributions and limitations; • elaborate problems and conflicting issues in management theory; and 4.1 INTRODUCTION In the preceding three units of this block you have learnt various scientific principles of management, management functions and what constitutes managerial quality and leadership as propounded by management experts. In this Unit you will have a historical perspective of management approaches or thoughts. The block in toto will set the background about various...
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...Counselling Studies Title Describe the four major theories of counselling: Psychodynamic, Cognitive Behavioural, Behavioural and Humanistic with reference to relevant literature (3000 words). Student: asdfdsf Date: 28th May, 2014 Words: 3097 Table of Contents Table of Contents 2 Introduction 3 Key Figures 4 Basic Assumptions and Key Concepts 7 Therapy – goals, clinical relationship and techniques 10 Conclusion 14 Appendix A – References 16 Introduction This essay will present and contrast the workings of the three major theories of counselling psychology mainly – psychodynamic, cognitive behavioural and person-centred. First I will describe what psychology is and what counselling entails, then I will explain why there are different schools of thought around counselling psychology, before introducing each in turn. My discussion will examine the three theories or approaches for a history of the founder and a rationale for why they were led to introducing a new therapy approach and a sketch of the key concepts. Further, I will look at methods and processes employed by each theory, the respective roles played by the therapist and the client and the various situations to which the theory can be applied. Finally I will examine the limitations of the theory and how well it integrates with other approaches. Throughout this paper...
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...Counselling Studies Title Describe the four major theories of counselling: Psychodynamic, Cognitive Behavioural, Behavioural and Humanistic with reference to relevant literature (3000 words). Student: asdfdsf Date: 28th May, 2014 Words: 3097 Table of Contents Table of Contents 2 Introduction 3 Key Figures 4 Basic Assumptions and Key Concepts 7 Therapy – goals, clinical relationship and techniques 10 Conclusion 14 Appendix A – References 16 Introduction This essay will present and contrast the workings of the three major theories of counselling psychology mainly – psychodynamic, cognitive behavioural and person-centred. First I will describe what psychology is and what counselling entails, then I will explain why there are different schools of thought around counselling psychology, before introducing each in turn. My discussion will examine the three theories or approaches for a history of the founder and a rationale for why they were led to introducing a new therapy approach and a sketch of the key concepts. Further, I will look at methods and processes employed by each theory, the respective roles played by the therapist and the client and the various situations to which the theory can be applied. Finally I will examine the limitations of the theory and how well it integrates with other approaches. Throughout this paper...
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...TABLE OF CONTENTS 1 Plagiarism Declaration 2 2 Assignment Table 3 3 References 5 Plagiarism Declaration |I know that plagiarism is wrong. Plagiarism is using another’s work and pretending that it is one’s own work. | | | |I have used the American Psychological Association (APA) as the convention for citation and referencing. Each significant | |contribution to, and quoted in, this assignment from the work, or works of other people has been attributed and has been | |cited and referenced. | | | |This assignment is my own work. | | | |I have not allowed, and will not allow, anyone to copy my work with the intention of passing it off as his or her own work.| | | |I acknowledge that copying someone else’s assignment, or part...
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...Schools of Management Thought SCHOOLS OF MANAGEMENT THOUGHT Structure 4.0 Objectives 4.1 Introduction 4.2 Historical Perspective 4.3 Theory in Management 4.4 Classification of Management Theories 4.5 Classical Management Theory 4.5.1 Scientific Management 4.5.2 Administrative Management 4.5.3 Bureaucratic Organization 4.5.4 Criticisms on Classical Management Theory 4.6 Neo-Classical Theory 4.6.1 Human-Relations School 4.6.2 Behavioural Schools 4.7 Modem Management Theory 4.7.1 Systems Theory 4.1.2 Contingency Theory 4.7.3 Organizational Humanism 4.7.4 Management Science 4.8 Other Schools of Thoughts, Styles and Approaches 4.9 Problems and Conflicts in Management Theories 4.10 Summary 4.11 Key Words 4.12 References and Further Reading 4.0 OBJECTIVES After reading this Unit, you will be able to • know the historical development of schools of management thought; • explain what a theory in management is; • outline the classification of management theories; • describe important schools of management, their contributions and limitations; • elaborate problems and conflicting issues in management theory; and 4.1 INTRODUCTION In the preceding three units of this block you have learnt various scientific principles of management, management functions and what constitutes managerial quality and leadership as propounded by management experts. In this Unit you will have a historical perspective of management approaches or thoughts. The block in toto will set...
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...May 2001 Accepted May 2001 Resistance to organisational change: the role of defence mechanisms Wayne H. Bovey Bovey Management (Certified Consultants), Queensland, Australia Andrew Hede University of the Sunshine Coast, Queensland, Australia Keywords Organizational change, Resistance, Defence, Humour Abstract Observes that the published literature on resistance to organisational change has focused more on organisational issues rather than individual psychological factors. The present study investigated the role of both adaptive and maladaptive defence mechanisms in individual resistance. Surveys were conducted in nine organisations undergoing major change and responses were obtained from 615 employees. The results indicate that five maladaptive defence mechanisms are positively correlated with behavioural intention to resist change, namely, projection, acting out, isolation of affect, dissociation and denial. The adaptive defence mechanism of humour was found to be negatively correlated with resistance intention. Identifies two intervention strategies which can be used by management to address the effects of defence mechanisms on resistance during periods of change in organisations. Journal of Managerial Psychology, Vol. 16 No. 7, 2001, pp. 534-548. # MCB University Press, 0268-3946 Introduction Individuals go through a reaction process when they are personally confronted with major organisational change (Jacobs, 1995; Kyle, 1993). According to Scott and Jaffe (1988)...
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...inflexibility of a leader when there is a goal to be achieved. LEADERSHIP THEORIES AND CONCEPTS THE GREAT MAN THEORY The Great man theory believes that leadership cannot be taught or trained, but that those equipped with such qualities are born. Leaders are born with exceptional qualities, and not made. The notion assumes that leadership is hereditary and leaders usually rise from the aristocracy. In relation to the notion of doing what it takes, the theory assumes that is only great men who have the ability to do what it takes to succeed. THE TRAIT THEORY Trait theorists contended that there was a finite set of personal characteristics or inner traits, which distinguished effective leaders from non-effective leaders. The leader is endowed with superior qualities, which can be mental or moral. In this theory, traits of persistence and determination are common to leaders. Leaders who can ‘‘do what it takes’’ have mental traits such as task-persistence, the ability to understand, learn and to adapt. They also have moral qualities such as loyalty, firmness, and self-assurance. BEHAVIOURAL LEADERSHIP STYLE Under the behavioural leadership style, there is a focus on the leader’s behaviours that affect follower’s motivation and performance. In this theory, leadership becomes a style, which can be learned, acquired and applied. It describes how leaders behave personally towards their followers or subordinates. A behavioural leader can either be autocratic or democratic. Autocratic leaders...
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...Designing survey questions on food-related issues Question design toolkit based on a theory of behavioural change Jo d’Ardenne, Sally McManus, Julia Hall Designing survey questions on food-related issues: Question design toolkit based on a theory of behavioural change Jo d’Ardenne, Sally McManus, Julia Hall October 2011 Prepared for the Department of Health Contents Acknowledgements ............................................................................................ Executive summary ........................................................................................... 1 Introduction ............................................................................ 1 1.1 1.2 Background and aims .................................................................................................... 1 The Theory of Planned Behaviour (TPB) ...................................................................... 2 1.2.1 1.2.2 1.2.3 1.3 Why use the Theory of Planned Behaviour? ............................................ 2 What is the Theory of Planned Behaviour? .............................................. 3 Strengths and weaknesses of the Theory of Planned Behaviour ............. 6 Outline of report .............................................................................................................. 6 2 Mapping existing survey questions to TPB constructs ....... 8 2.1 2.2 Review of longitudinal surveys ..................................
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