Organizations are open systems. It means that what enters or exits the organization, affects it. During OCHANGE, we discussed systems, its characteristics and processes.
A system is the structure of an orderly whole that shows the interrelation of the parts to each other and to the whole itself. As members of the intangible social systems, we have to function effectively and efficiently for the welfare of the system. What we do individually influences the organization one way or another. That is why a system should have the following characteristics:
(1) It is holistic. We should also be concerned with the whole as we are concerned with the parts
(2) It is emergent and dynamic. We should have the capability to change and move on and to continuously evolve and become better.
(3) It is hierarchical. There is a structure, both informal and formal.
(4) It involves inputs – throughput – outputs. What comes, what goes and what happens in between is equally important as the other characteristics.
(5) It will vary depending on its observers. A system is controlled by its stakeholders who always have a say.
To further elaborate on the topic, I will be giving an example. For the first time, a publication will be asking for contributions from outside their organization. Articles, stories, visual works, and a lot more will be asked. Since this is the first time they will publish other people’s work (meaning not belonging in the organization), it will entail a lot of adjustments in terms of their standards and deliberations process. Because of this, the organization may be questioned regarding their credibility and production capacity. People who were part of the organization or those who are evaluating the organization will be voicing out their opinions.
Internally or externally, systems will change and you have to prepare for them. Like I always says, proper preparation promotes perfect performance.
Source: Cummings, T. G., & Worley, C. G. (2009). The Nature of Planned Change. Organization development & change (9 ed., pp. 22-41). Mason, OH: South-Western Cengage Learning.
and class notes
Monday, July 19, 2010
It's Important (Deng Queddeng)
Solve problems, learn from experience, reframe shared perceptions, adapt to external changes, improve performances and influence behaviour are some of the reasons why organizational development or planned change is used by organizations. It’s there for a reason. That is why it’s important!
The four of us all belong to an organization. Even if it were a student org, church, or an outside of school organization, we all have our specific functions. We contribute to society, the mega system where we all belong.
Organization development is a planned system-wide change using behavioural science and humanistic values, principles, and practices to achieve greater organizational performance, productivity, and effectiveness. Organization development may look like a piece of cake but like any cake, you need all those ingredients to make it perfect.
OCHANGE in general will make you realize the value of your minor subjects like psychology, sociology, philosophy, and the other majors that you are taking up as an organizational communication major. In all of this, we learned that whatever needs to be changed must be communicated well. For example, an organization plans to decrease the number of participants in their annual team-building seminar from 20 to 10. And the team-building helps in getting potential future leaders for the organization. With only few slots, it would be difficult to pass the responsibilities of the current officials. This is a huge change since the members are used to the number and the processes will change for sure.. This is where planned change comes in. You don’t just say, “Hey! We’re changing the system.”, without telling the whole organization about it.
In an organization, there will be always restraining and driving force that will influence or affect your decisions for the organization. It is important to know your members’ needs (social sciences will help in this area) and to know what they do not like about the change. Our professor said, if you are encountering problems especially with restraining forces, you have to make them positive assets or cut them off.
You have to establish that the change is directed to increase your organization’s effectiveness. To set the boundaries of your decisions, you have to evaluate different situations and generate potential alternatives in case something goes wrong. You also have to carefully plan the steps you’re going to take and implement the change at the right time, using the right people. And then evaluate the effects of the change to see if it worked or it didn’t.
Source: Cummings, T. G., & Worley, C. G. (2009). The Nature of Planned Change. Organization development & change (9 ed., pp. 22-41). Mason, OH: South-Western Cengage Learning.
The four of us all belong to an organization. Even if it were a student org, church, or an outside of school organization, we all have our specific functions. We contribute to society, the mega system where we all belong.
Organization development is a planned system-wide change using behavioural science and humanistic values, principles, and practices to achieve greater organizational performance, productivity, and effectiveness. Organization development may look like a piece of cake but like any cake, you need all those ingredients to make it perfect.
OCHANGE in general will make you realize the value of your minor subjects like psychology, sociology, philosophy, and the other majors that you are taking up as an organizational communication major. In all of this, we learned that whatever needs to be changed must be communicated well. For example, an organization plans to decrease the number of participants in their annual team-building seminar from 20 to 10. And the team-building helps in getting potential future leaders for the organization. With only few slots, it would be difficult to pass the responsibilities of the current officials. This is a huge change since the members are used to the number and the processes will change for sure.. This is where planned change comes in. You don’t just say, “Hey! We’re changing the system.”, without telling the whole organization about it.
In an organization, there will be always restraining and driving force that will influence or affect your decisions for the organization. It is important to know your members’ needs (social sciences will help in this area) and to know what they do not like about the change. Our professor said, if you are encountering problems especially with restraining forces, you have to make them positive assets or cut them off.
You have to establish that the change is directed to increase your organization’s effectiveness. To set the boundaries of your decisions, you have to evaluate different situations and generate potential alternatives in case something goes wrong. You also have to carefully plan the steps you’re going to take and implement the change at the right time, using the right people. And then evaluate the effects of the change to see if it worked or it didn’t.
Source: Cummings, T. G., & Worley, C. G. (2009). The Nature of Planned Change. Organization development & change (9 ed., pp. 22-41). Mason, OH: South-Western Cengage Learning.
Sunday, July 18, 2010
LIMITATIONS TO ANALYTICAL PROBLEM SOLVING BY DEIRDRE CHUA
Just following the four steps to problem solving does not always assure that the problem would be solved because it is not always effective. This is because the analytical approach to solving problems does not work for all types of problems that an organization encounters. According to the class handout given for this lesson, it is almost always only compatible when “problems that are straight-forward, alternatives are definable, relevant information is available, and when a clear standard exists against which to judge the correctness of a solution.” In each step of the analytical problem-solving model, there are some constraints.
According to the reading, in step 1, defining the problem, some constraints are: there is often uncertainty as to whose definition of the problem would be accepted, symptoms and effects usually get mixed up with the causes of the problem, and information is usually confused with opinion. In step 2, generating alternative solutions, some limitations would be that only few alternatives are known since we do not know the outcome and results, and usually, the first accepted solution, based from past experiences are what is usually considered. In step 3, evaluating and selecting alternatives, there is usually limited information about each alternative because gathering information on each alternative is costly; an alternative solution isn’t always the best solution because problems aren’t always defined. In step 4, implementing and following up on the solutions, constraints would be that follow up usually is not done, there is resistance to change, adaptability of the organization is questionable, and implementing the solution may take time.
I have come to learn that for every method used in deciphering an acceptable solution to a problem, there will always be a positive and negative effect. Also, solving problems that occur with the analytical method is not always effective. This is because problems that we encounter now are more complex, due to the more innovative world we have today. Thus a more creative approach would be much more effective.
SOURCE: Chapter 3: Solving Problems Analytically and Creatively
According to the reading, in step 1, defining the problem, some constraints are: there is often uncertainty as to whose definition of the problem would be accepted, symptoms and effects usually get mixed up with the causes of the problem, and information is usually confused with opinion. In step 2, generating alternative solutions, some limitations would be that only few alternatives are known since we do not know the outcome and results, and usually, the first accepted solution, based from past experiences are what is usually considered. In step 3, evaluating and selecting alternatives, there is usually limited information about each alternative because gathering information on each alternative is costly; an alternative solution isn’t always the best solution because problems aren’t always defined. In step 4, implementing and following up on the solutions, constraints would be that follow up usually is not done, there is resistance to change, adaptability of the organization is questionable, and implementing the solution may take time.
I have come to learn that for every method used in deciphering an acceptable solution to a problem, there will always be a positive and negative effect. Also, solving problems that occur with the analytical method is not always effective. This is because problems that we encounter now are more complex, due to the more innovative world we have today. Thus a more creative approach would be much more effective.
SOURCE: Chapter 3: Solving Problems Analytically and Creatively
REFLECTIONS ON STEPS IN ANALYTICAL PROBLEM SOLVING BY DEIRDRE CHUA
As what we have discussed in class, problems in organizations, no matter how big or small it may be, are inevitable. These problems may be internal or external problems, from communication problems, to employee problems, to customer relation problems.
Problem Solving is the way to solve problems, and it is a skill one has to learn. It isn’t as simple as it sounds. One has to plan action for the problem, back it up with reasons and facts. Most people just try solving a problem with the first solution that comes into mind because this is less time consuming, yet this is more ineffective than planning for action. Learning these steps to analytically solve problems is beneficial to us because we can apply it not only for organizational problems, but also for the daily problems we encounter.
As discussed in class, there are four steps to effectively solving a problem analytically. Each step is as valuable as the other because if a step were missing, then problem solving would not be successful. The first would be defining the problem explicitly and knowing every minute factual (differentiate from opinion) detail about it. To know and diagnose the real cause of the problem, and not just the symptoms and effects the problem brings about. In my opinion, this would be the most important step to problem solving, because without knowing what the problem is, one would not be able to solve it properly and effectively.
The second step is to generate short term and/or long alternatives. In my opinion, this step is important and has to be done by all individuals involved or is affected by the problem because this improves the solution’s quality, effectiveness, and acceptability. In this step, alternative solutions generated should be to solve the problem, in line with the organization’s mission and vision, and combined ideas from one another.
Evaluating Alternatives is the third step to problem solving. Here, evaluating the alternatives would mean weighing its direct and indirect effects, consequences, and advantages and disadvantages. In this step, everyone should be given the opportunity to voice out his or her opinion on the alternatives.
The fourth step to problem solving would be implementing the chosen solution. This would be most effective if the chosen solution was to be accepted by organizational members as a whole and executed in the right time, place, and manner.
SOURCE: Chapter 3: Solving Problems Analytically and Creatively
Problem Solving is the way to solve problems, and it is a skill one has to learn. It isn’t as simple as it sounds. One has to plan action for the problem, back it up with reasons and facts. Most people just try solving a problem with the first solution that comes into mind because this is less time consuming, yet this is more ineffective than planning for action. Learning these steps to analytically solve problems is beneficial to us because we can apply it not only for organizational problems, but also for the daily problems we encounter.
As discussed in class, there are four steps to effectively solving a problem analytically. Each step is as valuable as the other because if a step were missing, then problem solving would not be successful. The first would be defining the problem explicitly and knowing every minute factual (differentiate from opinion) detail about it. To know and diagnose the real cause of the problem, and not just the symptoms and effects the problem brings about. In my opinion, this would be the most important step to problem solving, because without knowing what the problem is, one would not be able to solve it properly and effectively.
The second step is to generate short term and/or long alternatives. In my opinion, this step is important and has to be done by all individuals involved or is affected by the problem because this improves the solution’s quality, effectiveness, and acceptability. In this step, alternative solutions generated should be to solve the problem, in line with the organization’s mission and vision, and combined ideas from one another.
Evaluating Alternatives is the third step to problem solving. Here, evaluating the alternatives would mean weighing its direct and indirect effects, consequences, and advantages and disadvantages. In this step, everyone should be given the opportunity to voice out his or her opinion on the alternatives.
The fourth step to problem solving would be implementing the chosen solution. This would be most effective if the chosen solution was to be accepted by organizational members as a whole and executed in the right time, place, and manner.
SOURCE: Chapter 3: Solving Problems Analytically and Creatively
Core Aspects of Self-Concept by JFCruz
One’s personality affects basically everything that we do, especially in our interaction with other people. But aside from having a pleasing personality, one must be aware of it and learn how to exhibit it properly. In other words, an individual must attain a certain degree of self-awareness. Being self-aware plays a pivotal role when ever one leads other people or whenever one is faced with a dilemma. There are important areas in one’s self-awareness or the 4 core aspects of self-concept: values, learning style, interpersonal needs, and attitude towards change. Learning these core aspects in class really help define me more as an individual. These things made me look at things, especially change, in a different level that is higher from how I looked at it before.
First, values play a significant role in our self-concept for the very reason that it generally defines what an individual consider right or wrong, or what experts call moral judgment. It guides an individual on how to act on things that surrounds him/her in the environment. Since values are important in an individual there are two classifications of values: cultural and personal. From how we see it, cultural values are those that are already embedded in the place where an individual resides; it also in a way becomes the basis of the other classification of one’s values. Personal values, on the other hand, are those values that are defined or created by an individual for him/her self. These are the values that are basically rooted to cultural values and past experiences of an individual. Values may help an individual do task effectively if acknowledged accordingly, but it also has the possibility to become a conflict if one’s values contradict the values of the company or organization where one works.
Second, learning style is basically how an individual gain knowledge or information; it is also how an individual evaluates information he/she acquires. An individual’s learning style often times do not change as one grows up. There are different types of learning style: whole brain learning, multiply intelligences, left brain, and right brain. Tests have been developed to determine an individual’s method of learning like the video posted on you tube. Whole brain leaning means that an individual is using both sides of the brain, it occurs when one thinks in a logical and creative manner. While right and left brain means that only one side of an individual’s brain is being used. Multiple intelligences, on the other hand, means that one’s intelligence is not exclusive to academics. An individual can be intelligent on different things, depending on what he/she prefers doing.
Third, interpersonal needs, as the name suggests, covers the aspects of how an individual interacts with other people around him/her. They determine the preferences of an individual in interacting, as well as the patterns that he/she exhibit whenever he/she interacts.
Last, attitude toward change determine how an individual determines how an individual adapts to changes that may occur in his/her life or surroundings. It also determines how much responsibility an individual takes in the changes that occur around him/her. Change is basically the only thing permanent in our lives, like what the saying says, that is why one’s attitude towards change is very important because the faster one’ adapts to change the faster that he/she will recover. It is also true that whenever we adapt and learn to make the best out of the change the more success an individual will experience.
Source:
Developing Self Awareness http://www.4shared.com/document/8mqYO5yv/DEVELOPING_SELF_AWARENESS_707b.html?
First, values play a significant role in our self-concept for the very reason that it generally defines what an individual consider right or wrong, or what experts call moral judgment. It guides an individual on how to act on things that surrounds him/her in the environment. Since values are important in an individual there are two classifications of values: cultural and personal. From how we see it, cultural values are those that are already embedded in the place where an individual resides; it also in a way becomes the basis of the other classification of one’s values. Personal values, on the other hand, are those values that are defined or created by an individual for him/her self. These are the values that are basically rooted to cultural values and past experiences of an individual. Values may help an individual do task effectively if acknowledged accordingly, but it also has the possibility to become a conflict if one’s values contradict the values of the company or organization where one works.
Second, learning style is basically how an individual gain knowledge or information; it is also how an individual evaluates information he/she acquires. An individual’s learning style often times do not change as one grows up. There are different types of learning style: whole brain learning, multiply intelligences, left brain, and right brain. Tests have been developed to determine an individual’s method of learning like the video posted on you tube. Whole brain leaning means that an individual is using both sides of the brain, it occurs when one thinks in a logical and creative manner. While right and left brain means that only one side of an individual’s brain is being used. Multiple intelligences, on the other hand, means that one’s intelligence is not exclusive to academics. An individual can be intelligent on different things, depending on what he/she prefers doing.
Third, interpersonal needs, as the name suggests, covers the aspects of how an individual interacts with other people around him/her. They determine the preferences of an individual in interacting, as well as the patterns that he/she exhibit whenever he/she interacts.
Last, attitude toward change determine how an individual determines how an individual adapts to changes that may occur in his/her life or surroundings. It also determines how much responsibility an individual takes in the changes that occur around him/her. Change is basically the only thing permanent in our lives, like what the saying says, that is why one’s attitude towards change is very important because the faster one’ adapts to change the faster that he/she will recover. It is also true that whenever we adapt and learn to make the best out of the change the more success an individual will experience.
Source:
Developing Self Awareness http://www.4shared.com/document/8mqYO5yv/DEVELOPING_SELF_AWARENESS_707b.html?
The Heirarchy of Personal Life by JFCruz
Everyone value one’s personal life, some even love it so much that they go to extremes just to protect it. One’s personal life may be always separate to an individual’s professional life, but there is no doubt that both lives affect each other in one way or another. People usually get deeply affected in their personal life whenever they experience trouble in their professional life, and vise versa. Our personal lives exhibit different hierarchies that an individual must acknowledge and learn to function better as a person.
The hierarchy of personal life has four levels and at the inner most level is self-awareness.
Inner Levels:
Self-awareness is how an individual acknowledges the different facets of him/her self. Knowing the different aspects of one’s life help an individual attain a focus in life. The next inner level is strategic priorities and goals, here individuals in a way determines the direction he/she will take in their life. Focusing on specific goals helps an individual attain it and be efficient in doing so.
Outer Levels:
Managing time goes a long way in life, when ever tasks are stacked up against you being able to manage one’s time will play an essential role. Being able to manage times makes task easier because you follow a time line that assures you that everything will be done in time. This level will help an individual in future dilemmas, like handling stress which is the next level. Located at the outer most level, managing stress basically cover how an individual handles challenges that may face him/her in their lives. People often see stress as a hold back but in reality it is a tool that defines an individual’s life if handled properly.
Source:
Developing Self Awareness http://www.4shared.com/document/8mqYO5yv/DEVELOPING_SELF_AWARENESS_707b.html?
The hierarchy of personal life has four levels and at the inner most level is self-awareness.
Inner Levels:
Self-awareness is how an individual acknowledges the different facets of him/her self. Knowing the different aspects of one’s life help an individual attain a focus in life. The next inner level is strategic priorities and goals, here individuals in a way determines the direction he/she will take in their life. Focusing on specific goals helps an individual attain it and be efficient in doing so.
Outer Levels:
Managing time goes a long way in life, when ever tasks are stacked up against you being able to manage one’s time will play an essential role. Being able to manage times makes task easier because you follow a time line that assures you that everything will be done in time. This level will help an individual in future dilemmas, like handling stress which is the next level. Located at the outer most level, managing stress basically cover how an individual handles challenges that may face him/her in their lives. People often see stress as a hold back but in reality it is a tool that defines an individual’s life if handled properly.
Source:
Developing Self Awareness http://www.4shared.com/document/8mqYO5yv/DEVELOPING_SELF_AWARENESS_707b.html?
Aerianne Mendoza's Idea on Conceptual Blockbusters
After learning about conceptual blocks, I learned about conceptual blockbusters. Conceptual blockbusters are techniques to avoid conceptual blocks.
In the reading “Solving problems analytically and creatively”, it was said that giving the self relaxation time, talking to other people about ideas, and asking other people for suggestions on problems can rid a problem solver of conceptual blocks. The reading also presented the idea that to be creative, one must pull people together and pull people apart, monitor, and reward different roles.
Looking at tips prior pull people apart and pull people together, I realized that they are obvious yet proven strategies. But even if the tips are proven, they are not usually used.
Take the case of resting. Resting is good for the mind. When we work without ceasing, we lose energy and creative juice. Resting replenishes whatever we lose. But when work load is high, people tend to see resting as a waste of time. They force themselves to work and end up not finishing a thing.
In terms of talking to others to solve a problem, people do this (but in the personal, not the professional context). Perhaps, such happens because people in work want to look smart; it is shameful to ask what to do so people just do what they feel is right.
A thought came to me. If we really are to be creative and eventually effective problem solvers, we should be humble enough to admit our weaknesses. When we can no longer think, we should rest and replenish. When we cannot be satisfied by our ideas on how to solve a problem, we should ask for opinion. More opinions provide more alternatives, and more alternatives allow us to arrive at a very good solution to the problem as alternatives can be combined to make up one sensible remedy to what we are solving.
We have to work alone, then work with teams -- pull people apart, pull people together to come up with the best outputs (the more people there are in an assignment, the more chances there are to rectify mistakes that one person or two may overlook and miss to correct); we have to know the expectations, we have work on them; we have to follow rules, we have to break rules to develop better work processes and reward ourselves (if our efforts to develop novel processes work). In this way, we are motivated to keep being creative.
Source:
Prentice Hall. (2004). Solving problems analytically and creatively. (Chapter 3). Retrieved from: http://cte.rockhurst.edu/s/945/images/editor_documents/content/All%20documents%20in%20PDF%20require%20Adobe%20Acrobat174;%20Reader.Whette/Whetten_CH03.pdf.
In the reading “Solving problems analytically and creatively”, it was said that giving the self relaxation time, talking to other people about ideas, and asking other people for suggestions on problems can rid a problem solver of conceptual blocks. The reading also presented the idea that to be creative, one must pull people together and pull people apart, monitor, and reward different roles.
Looking at tips prior pull people apart and pull people together, I realized that they are obvious yet proven strategies. But even if the tips are proven, they are not usually used.
Take the case of resting. Resting is good for the mind. When we work without ceasing, we lose energy and creative juice. Resting replenishes whatever we lose. But when work load is high, people tend to see resting as a waste of time. They force themselves to work and end up not finishing a thing.
In terms of talking to others to solve a problem, people do this (but in the personal, not the professional context). Perhaps, such happens because people in work want to look smart; it is shameful to ask what to do so people just do what they feel is right.
A thought came to me. If we really are to be creative and eventually effective problem solvers, we should be humble enough to admit our weaknesses. When we can no longer think, we should rest and replenish. When we cannot be satisfied by our ideas on how to solve a problem, we should ask for opinion. More opinions provide more alternatives, and more alternatives allow us to arrive at a very good solution to the problem as alternatives can be combined to make up one sensible remedy to what we are solving.
We have to work alone, then work with teams -- pull people apart, pull people together to come up with the best outputs (the more people there are in an assignment, the more chances there are to rectify mistakes that one person or two may overlook and miss to correct); we have to know the expectations, we have work on them; we have to follow rules, we have to break rules to develop better work processes and reward ourselves (if our efforts to develop novel processes work). In this way, we are motivated to keep being creative.
Source:
Prentice Hall. (2004). Solving problems analytically and creatively. (Chapter 3). Retrieved from: http://cte.rockhurst.edu/s/945/images/editor_documents/content/All%20documents%20in%20PDF%20require%20Adobe%20Acrobat174;%20Reader.Whette/Whetten_CH03.pdf.
Aerianne Mendoza's Thoughts on Conceptual Blocks
Once in class, we watched Who Moved My Cheese. I enjoyed it and acquired an important insight from it.
Who Moved My Cheese? is the story of how four characters living in a "Maze" found, lost, and resolved to find again the cheese they aspired for. Their story was an allegory of organizational change. Just like the characters, we live in a maze or an organization and look for cheese or good things there is in our organization- happiness with the family, productivity, growth, and sustainability within corporations we work in. Once we find these things, we feel assured of the future but of course good things come to an end. The lesson is change is inevitable, and when there is change there is a need to cope. Dwelling in the past would not lead us to new cheese, or new happiness in life.
We must not fixate ourselves into one belief of change (that it is detrimental to our organizations), so that we would not be at lost when we have to get used to a lot of new things.
Corollary to my idea on Who Moved My Cheese, I realized that in case problems arise because of change, we must not be stuck with a single perspective of the problems so that we would not be frustrated when seemingly we cannot solve them. We must avoid conceptual blocks.
In a reading entitled “Solving problems analytically and creatively”, conceptual block is defined as mental obstacles that constrain problem definition and limit alternatives that could probably solve the problem. The reading furthers the discussion by covering the four types of conceptual blocks. Here are what I learned and realized from it.
The four types of conceptual blocks are constancy, commitment, compression, and complacency. Constancy is being fixated on one way of defining a problem. This is shutting one’s eyes to the possibility that the problem one has pinpointed is not the actual problem to be solved. This is following a path without deviation. In other words, constancy is about giving one definition of a concept in a problem. I think I experienced this as an editor in PCS Gazette.
Even when Gazette writers are good, they usually miss out deadlines. We editors thought that writer laziness is the problem. Because we think that our writers our lazy, we lambaste them time to time even without confirming whether they are really lazy to do the articles or they just cannot get enough information to finish assignments. We defined the failure to pass articles as laziness, when as said, failure to pass articles may mean lack of information. I realized just now that if we looked into the lack of information as our problem, we could have sent our writers as correspondents to school events so they could get enough information and complete their articles. We did not; we just let our writers find their way to do the job.
Commitment. This is the mistake of being wedded to a specific solution for a problem. This is the pitfall of defining present problems as variations of a past problem, thereby leading to the mistake of applying the solution to past problem as a solution to the new problems.
If I go back to Gazette, the problem is lack of articles for writers do not pass news write ups on time. To solve this, we editors usually go to our connections and ask them to supply us information. We go to school organizations officers, ask for programmes of activities, request a list of winners from academic week contests and copy some event pictures. From our data, we do the news so they become predictable in pattern, tone, and content. I realized that we could have done things differently. We could have asked teachers to send their students (who happen to be our writers) to events related to the teachers’ subject and allow the students to write up news about the events. We could then ask the teachers to consider the students’ write ups as make up activities so teachers can have a basis of grading the Gazetteers who miss regular in-class activities.
In a way, my fellow editors and I compressed our problem – we looked at it too narrowly and thought we could do nothing about it except what we did.
Complacency. This is idleness or the state of being stuck. This is the distaste for learning about what we have to do and how we do it well. This is stagnation, satisfaction in the status quo.
Using Gazette as an example for this last concept, I can say that we editors have been complacent. We have been contented that we publish the school paper on time even without help from our writers. We have gone with the flow, not evaluating what could have been improved in terms of layout and content. We could have had writing seminars! We missed out on that.
I am thankful I learned of these conceptual blocks. Having learned of them, I can now avoid them in my individual and group problem solving efforts. Having learned that conceptual blocks build on each other, (if you believe you have just one problem, you would have just one solution and you would not think further), I will be wary of catching even just one of the blocks. If in a group problem solving effort, I will encourage group mates to pitch in as much ideas as they can to pinpoint the real problem and pinpoint the real solution.
Sources:
Who moved my cheese [Motion Picture]
Prentice Hall. (2004). Solving problems analytically and creatively. (Chapter 3). Retrieved from: http://cte.rockhurst.edu/s/945/images/editor_documents/content/All%20documents%20in%20PDF%20require%20Adobe%20Acrobat174;%20Reader.Whette/Whetten_CH03.pdf.
Who Moved My Cheese? is the story of how four characters living in a "Maze" found, lost, and resolved to find again the cheese they aspired for. Their story was an allegory of organizational change. Just like the characters, we live in a maze or an organization and look for cheese or good things there is in our organization- happiness with the family, productivity, growth, and sustainability within corporations we work in. Once we find these things, we feel assured of the future but of course good things come to an end. The lesson is change is inevitable, and when there is change there is a need to cope. Dwelling in the past would not lead us to new cheese, or new happiness in life.
We must not fixate ourselves into one belief of change (that it is detrimental to our organizations), so that we would not be at lost when we have to get used to a lot of new things.
Corollary to my idea on Who Moved My Cheese, I realized that in case problems arise because of change, we must not be stuck with a single perspective of the problems so that we would not be frustrated when seemingly we cannot solve them. We must avoid conceptual blocks.
In a reading entitled “Solving problems analytically and creatively”, conceptual block is defined as mental obstacles that constrain problem definition and limit alternatives that could probably solve the problem. The reading furthers the discussion by covering the four types of conceptual blocks. Here are what I learned and realized from it.
The four types of conceptual blocks are constancy, commitment, compression, and complacency. Constancy is being fixated on one way of defining a problem. This is shutting one’s eyes to the possibility that the problem one has pinpointed is not the actual problem to be solved. This is following a path without deviation. In other words, constancy is about giving one definition of a concept in a problem. I think I experienced this as an editor in PCS Gazette.
Even when Gazette writers are good, they usually miss out deadlines. We editors thought that writer laziness is the problem. Because we think that our writers our lazy, we lambaste them time to time even without confirming whether they are really lazy to do the articles or they just cannot get enough information to finish assignments. We defined the failure to pass articles as laziness, when as said, failure to pass articles may mean lack of information. I realized just now that if we looked into the lack of information as our problem, we could have sent our writers as correspondents to school events so they could get enough information and complete their articles. We did not; we just let our writers find their way to do the job.
Commitment. This is the mistake of being wedded to a specific solution for a problem. This is the pitfall of defining present problems as variations of a past problem, thereby leading to the mistake of applying the solution to past problem as a solution to the new problems.
If I go back to Gazette, the problem is lack of articles for writers do not pass news write ups on time. To solve this, we editors usually go to our connections and ask them to supply us information. We go to school organizations officers, ask for programmes of activities, request a list of winners from academic week contests and copy some event pictures. From our data, we do the news so they become predictable in pattern, tone, and content. I realized that we could have done things differently. We could have asked teachers to send their students (who happen to be our writers) to events related to the teachers’ subject and allow the students to write up news about the events. We could then ask the teachers to consider the students’ write ups as make up activities so teachers can have a basis of grading the Gazetteers who miss regular in-class activities.
In a way, my fellow editors and I compressed our problem – we looked at it too narrowly and thought we could do nothing about it except what we did.
Complacency. This is idleness or the state of being stuck. This is the distaste for learning about what we have to do and how we do it well. This is stagnation, satisfaction in the status quo.
Using Gazette as an example for this last concept, I can say that we editors have been complacent. We have been contented that we publish the school paper on time even without help from our writers. We have gone with the flow, not evaluating what could have been improved in terms of layout and content. We could have had writing seminars! We missed out on that.
I am thankful I learned of these conceptual blocks. Having learned of them, I can now avoid them in my individual and group problem solving efforts. Having learned that conceptual blocks build on each other, (if you believe you have just one problem, you would have just one solution and you would not think further), I will be wary of catching even just one of the blocks. If in a group problem solving effort, I will encourage group mates to pitch in as much ideas as they can to pinpoint the real problem and pinpoint the real solution.
Sources:
Who moved my cheese [Motion Picture]
Prentice Hall. (2004). Solving problems analytically and creatively. (Chapter 3). Retrieved from: http://cte.rockhurst.edu/s/945/images/editor_documents/content/All%20documents%20in%20PDF%20require%20Adobe%20Acrobat174;%20Reader.Whette/Whetten_CH03.pdf.
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