"Comprehensive education is the ability to face the situations that life poses and obtain the successes desired by the organization."
We interpret life as a process of personal search with a permanent disposition to learn; an attempt to understand that we never stop learning and a willingness to be satisfied when we do what we consider to be right for ourselves, for society and for others.
It is precisely from our teachers and current needs that the pleasure of this task of teaching and educating these values comes to us. Antithesis of the generalized trend towards formal behavior that for so long prevailed in human society, we are committed to the empowerment of a participatory culture in the teaching process, where communication, research and continuous improvement of students are respected and encouraged. productive and service processes in our organizations.
Thus, it would be sensible to ask oneself, why not incorporate to what we already know, in each of the opportunities we have, the detail that makes knowledge more accessible and attractive at the same time? Which is precisely its interesting and of invaluable benefits for personal and professional growth, as long as it is possible to promote and promote favorable exchange environments that accelerate the mobilization of the desired behavior.
As a result of professional practice during several years of teaching and consulting in tourism organizations, we have developed very encouraging experiences in the search, elaboration and application of research techniques and group communication dynamics in different activities of our work, used with different purposes (in postgraduate courses, diplomas and work with leaders in organizations). The use of techniques, dynamics and evaluations have been very useful, due to their effectiveness in creating a favorable climate, it has allowed to contribute valuable ideas, creatively attract team members,groups or organizations promoting pleasant moments of exchange and above all managing to mobilize positive attitudes and unity among collaborators in effective studies of organizations and in handling more complex everyday situations.
Asumidas como herramientas de apoyo y superando la posición del uso indiscriminado e inadecuado de las mismas, al no concebir estrategias metodológicas congruentemente adecuadas a los objetivos de la enseñanza, las técnicas de investigación constituyen en nuestra opinión una respuesta pedagógica ineludible que resuelve los problemas del aprendizaje, su adecuación con la realidad, proporciona al individuo la forma más atractiva de adquirir el conocimiento, que deviene en el enriquecimiento de su mundo intelectual, espiritual y su contribución al desarrollo organizacional y social.
The specialized literature refers to an infinity of practices that in this sense have been designed and respond to the imperative and demanding need to initiate, motivate and reach conclusions on a topic, some of which we compile in this dossier. Well, in the case of such a rich, open and compliant world, instruments and ways are needed that affect the understanding and identification of the individual as being competent, creative, autonomous and committed; Our effort responds to the modest attempt to gather and share the instruments that, due to their facilitating nature, have transcended in the conduct of the training process of the subjects that our days demand. Many of those that we have met and have been contributed by other professionals in the area,as well as some redesigned and elaborated in our environment that allow the link with reality.
If by the time you have reviewed this material, you feel that you have resources or means that allow you to streamline teaching activity and you are better equipped to identify, investigate and face the problems that life poses in our environment, both of the people and of the organizations where labora, we will consider that our attempt has not been in vain, since "the great objective of education - said Herbert Spencer - is not knowledge, but action."
And our intent is an invitation to action and change in our organizations, through the application of techniques that guarantee their study and our development.
The authors.
SAMPLE OF PRIMARY INVESTIGATION TECHNIQUES.
Some techniques for obtaining primary information in research.
In opinion research, which is the one that will be used mostly in diagnoses, because it will provide information about people's feelings about certain procedures, we can use the primary techniques of investigation or data collection such as:
• Observation: a researcher carries out a careful examination determining the fact, situation or behavior in which one or more subjects is involved.
There are different types of observation: systematic observation in which the fact to be observed is precisely defined, the day, the time and a guide is developed, and casual observation that is carried out without being fully aware of what is being observed.
This technique is good for identifying general evidence of problems, poor performance, and bad work practices.
The advantages of this technique are:
- It allows to register real facts, not opinions as many techniques described. It is the only technique that makes it possible to collect situations that cannot be reproduced.
The disadvantages that it presents are:
- When the researcher is present there may not be a natural behavior.
- It requires a lot of time and well-developed observation skills.
- The results of this research should be connected with other techniques.
To develop this technique you must:
- Accurately determine the position, tasks, situations or the subject to be observed.
- Specify the site, environment and time for observation.
- Break down for each topic and if necessary, for each situation the specific facts that you will observe.
- Review the list of facts that will be studied for correction.
Questionnaire
The questionnaire is one of the most widely used methods in research, no matter what your perspective is and no matter what your type is.
A questionnaire provides substantial benefits to the researcher, since:
• It allows to know first-hand data, to generate primary information for the purposes of research.
• It enables contact with those directly involved in the problem under study.
• Wide range and diversity of data that can be obtained for research purposes, in relation to those that already exist in the so-called secondary information on the subject.
• In the interviewer / respondent feedback a synergy is generated, which hardly any other tool can provide.
The effective application process of a questionnaire involves going through stages and at each stage developing a set of activities. As an example, this process is shown below.
I.- Sample design.
• Determine the universe.
• Delimit the size of the sample.
• Select the sampling method.
II.- Design of the questionnaire.
• Content of the questions.
• Type of questions.
• Sequence of questions.
• Pretest.
• Review and final questionnaire.
III.- Organization and realization of the field work.
IV.- Database creation and information analysis.
V.- Interpretation of the results and preparation of the final report.
Through measurement scales it is possible to assign a number to an object or entity.
In the questionnaire to be used, a Likert-type format can be used, which is designed to allow people or clients to respond in varying degrees to each item it describes.
Table No. 1.1: Examples of Likert-type format.
Source: Peña Tápanes, A. and Vega Falcón, Vl. 2003.
-For the analysis of the questionnaires, it must be taken into account that:
i = Number of aspects of the questionnaire to be evaluated. j = Number of items on the questionnaire scale.
T = Total number of votes by type of scale = A1 x E1 + A1 x E2 +… + Ai x Ej
where:
A1 x E1 + A1 x E2 +… + Ai x Ej
Xij = ⎯⎯⎯⎯⎯⎯⎯⎯ ⎯⎯⎯⎯⎯
No. of respondents
Therefore, the global index of the indicator for each aspect is found as follows:
n
IG Ind = ∑ Vij x Xij
J = 1
Some advantages of applying questionnaires:
• Information can be obtained from a greater number of people, saving considerable resources and time.
• Facilitates the application of statistics to the analysis of the information collected. • The interviewee can feel more secure in the anonymity of their answers.
Some limitations of the application of questionnaires:
• Refusal of any of the subjects included in the sample to respond to the questionnaire.
• Tendency of subjects to give opinions taking into account what they think is expected of them.
TECHNIQUES OF CREATIVE WORK IN GROUPS.
The Brain Storming known in English as Brain Storming.
Brainstorming or brainstorming is a group technique to generate original ideas in a relaxed environment. This tool created in 1941 by Alex Osborne, when his search for creative ideas resulted in an interactive, unstructured group brainstorming process that generated more and better ideas than individuals could produce working independently.
This method is used only to raise a large number of different ideas about a problem or situation that you want to analyze, under the principle that to achieve a good idea you have to have many ideas.
In this method the same conditions are created as for the Nominal Groups method but here the consensus is not reached nor its objective is that nothing will be voted on, the lists of each participant will be emptied and the list will be reduced, The processing of each information obtained as output from the group of participants will be further processed by the team that prepares the decisions. With this method, as we have previously pointed out and we want to reiterate, it is necessary for those who facilitate the brainstorming, expose and explain and make the Rules of Behavior of Creative Meetings visible to all.
NOT STRUCTURED (free flow)
1- Choose someone to be the facilitator and write down the ideas.
2- Write on a flip chart or on a board a sentence that represents the problem and the topic of discussion.
3- Write each idea in as few words as possible. Check with the person who made the contribution when they are repeating the idea. Do not interpret or change ideas.
4- Set a time limit - approximately 25 minutes.
5- Encourage creativity. Build on the ideas of others. Brainstorming group members and facilitator should never criticize ideas.
6- Review the list to verify your understanding.
7- Eliminate duplications, unimportant problems and non-negotiable aspects. Reaching consensus on issues that seem redundant or unimportant.
STRUCTURED (In circle)
It has the same goals as Unstructured Brainstorming. The difference is that each team member presents their ideas in an orderly format (eg, from left to right). It's okay if a team member gives up their turn if they don't have an idea right now.
SILENT (brainstorming written ideas)
Similar to brainstorming, participants think through ideas but silently record their ideas on paper. Each participant puts their sheet on the table and exchanges it for another sheet of paper: Each participant can then add other related ideas or think of new ideas. This process continues for about 30 minutes and allows participants to build on the ideas of others and avoid conflict or intimidation by dominant members.
The following steps are followed for its application:
• Beginning of the session: The topic or problem to be discussed is defined, as well as the maximum time available. Registrars are appointed whose task is to write down all the criteria that are issued.
• Ideas are freely expressed (without drawing conclusions at this stage).
• Ideas are listed.
• They are analyzed, evaluated and organized, in order to weigh them and reduce them until obtaining the most significant ones.
The main objective of applying this technique is to obtain as many ideas as possible and not their quality.
This tool should be applied when:
a) You want to determine the possible causes and / or solutions to the problems.
b) The stages of a project are planned.
c) Decide which problem (or opportunity for improvement) to work on.
Teams often use brainstorming as a tool to build consensus, and in situations where they need to generate large numbers of ideas. Theoretical principles and assumptions
1. Postpone judgment and do not criticize until ideas are exhausted, as it would act as an inhibitor. A work atmosphere must be created in which no one feels threatened.
2. The more ideas that are suggested, the better results will be achieved: "quantity produces quality." The best ideas appear late in the idea production period, it will be easier for us to find solutions and we will have more variety to choose from.
3. The production of ideas in groups can be more effective than the individual
4. Associationism: imagination and memory are put into play in such a way that one idea links and brings another. The laws that contribute to associating ideas are:
a) Similarity: with analogies, metaphors…
b) Opposition: it gives us ideas that connect two opposite poles through antithesis, irony…
Nor should we forget that during the sessions, the ideas of a person will be associated in a different way by each member, and will cause others to appear by contact.
Brainstorming Application Phases: A. Discover facts:
• At least one day in advance, the director communicates in writing to the group members about the topics to be discussed.
• The principal explains the principles of the Brainstorming and insists on the importance of keeping them in mind.
• Warm-up: the session begins with an atmosphere of about 10 minutes, dealing with a simple and uncompromising topic. It is an especially important phase for inexperienced members.
• Statement of the problem: the problem is determined, delimiting, specifying and clarifying it. The problem is then posed, collecting the experiences that are possessed or consulting documentation. When it is complex, it should be divided into parts. Here the use of analysis is important, breaking the problem down into small parts and connecting the new and the unknown.
B. Produce ideas (this is the brainstorming phase itself):
• Alternatives are being applied. It seeks to produce a large number of ideas, applying the principles that we have seen (theoretical principles and assumptions)… In addition, it is useful when you have worked a lot, to get away from the problem, because it is a good time for associations to occur. Many of the new ideas will be old ideas, improved or combined with several already known.
• Closure of the meeting: at the end of the meeting, the director thanks the attendees and asks them not to abandon the problem, since the next day they will be asked for a list of ideas that may have arisen.
• Ideas that come up after the meeting are incorporated. C. Discover solutions:
A definitive list of ideas is made, to select those that seem most interesting.
• The selection is made by discarding the ideas that have no value and it is studied whether those considered interesting are valid. It is best to establish a list of criteria of convenience or not for each idea.
• The most useful ideas are selected and if necessary weighted. The same members of the group can do it or create others for this task, classified by categories (task that corresponds to the director).
• Presentation of the selected ideas: they are presented in an attractive way, aided by visual supports.
Method 635 also called ROHRBACH's Q.
It is a quick method of getting a set of ideas.
The experts are divided into 6 groups and each group is requested to elaborate three ideas on the subject discussed and then these ideas must be progressively transferred to each of the 5 remaining groups who must expand and enrich them, obtaining at the end 6 documents each with three ideas.
These ideas thus expanded and enriched with your opinions may all be different. Each group may have developed three ideas to the rest of the other different groups about the issue or problem discussed.
Nominal Groups Technique. (NGT)
This technique is appropriate for reaching consensus on what criteria or opinions should be used to evaluate something or to prioritize tasks or to compare criteria.
It is one of the techniques that allow the consensus of the participants to be reached.
A facilitator and a recorder must be appointed, both DO NOT OPINION they are an element of the process but they act neutrally.
The facilitator is the traffic policeman and all he does is keep people focused on the process and give psychological support so that there are no inhibitions. It enforces the established rules for creative meetings.
The facilitator is the person who guarantees that there is no retaliation against those who give different opinions to the majority or that others cannot respect.NGT (acronym of this technique in English) has the disadvantage, unlike Delphi, that participants see each other's faces each other and this can bring inhibitions of some when expressing an opinion in front of others with different points of view with more authority, greater academic or professional rank. The success of the facilitator is in getting ideas to be contributed without any limitation
It is about creating an environment of creativity and therefore freedom of thought and expression.
When bosses and subordinates are in a group, the boss's word can inhibit others from giving their opinion, it also occurs when teachers and students or someone who has a higher cultural level than others in the group are participating. The facilitator has the responsibility to achieve the appropriate climate of openness and honesty in the opinions of the participants.
The recorder writes on large papers or on a blackboard in front of everyone what each one is saying as they say it without making editing corrections.
These sheets (banners or posters) or blackboards collect the opinions that become the memory of the group and not in the list of individual opinions. It is the Group's Short Term Report. This short-term memory is what we normally use when looking for a phone that we do not remember in our phone book and when calling and the line is busy, we must check the phone again because we forget that number.
The store. The chairs or work tables of the group participants must be properly prepared and must be located in a semicircle. Everyone looking at the board or the recorder sheets. On some front of the classroom, a poster or banner is placed with the gifts of creative group work.
The rules of behavior that we have already exposed before when talking about participatory meetings should be posted in a visible place in the work room and also read by the facilitator
Enforcing these rules is part of the Facilitator's Job Content Step One: Starting the NGT Job.
• Once each participant is located in their respective positions, the facilitator starts the NGT session, says a short speech aimed at creating values in the group members, explaining the rules and encouraging everyone to feel important in solving a situation at hand. starting from working in a group.
• Explain the problem to be solved by the Group. For example: What are the local factors that are contributing to increase environmental pollution or if we want to determine which are the factors or elements that are preventing better communication between the management and the members of the Cooperative.
• Take the case of the Cooperative. The Facilitator, after explaining the problem to be solved and expressing the importance of solving it, guides the participants to write down three ideas about the things that in their opinion affect the communication between the members of the organization and the management
• Now each The participant writes down on the sheet that he has on his table t no less than three and no more than five factors for which he considers that communications between the management and the cooperative members are blocked
• The fact that each one has to write three, two or some criteria as requested by the facilitator and requires everyone to participate. Each group member makes her own list that may or may not coincide with that of the others.
• The Facilitator gives about 5 or 10 minutes, as appropriate for each person to think and write down.
• After these minutes the facilitator begins to empty each one's lists. As it does?
Second step: Emptying the individual lists.
• Go through the group from right to left or left to right as you wish but will ask each one in that order to say their first criterion and once said the Registrar writes it down on the banner or blackboard in front of everyone and writes it down with a consecutive number.
• After emptying the first criterion of each of the members, it goes to the second criteria of each one and empties the lists with the second criterion. The recorder records them in the order stated and with numbers consecutive to the last of the first round. The emptying process is repeated in the same order and the Registrar records all of them until the individual lists are empty.
• During the process of emptying the members' lists, it may occur to any of them to write another one that they had not thought of and it only occurred to them by association of ideas when they heard another member say their criteria in this regard. So the task was to write down three criteria, but some came up with four or ten during the list-clearing session.
• Also if some of the participants in the group heard that some of those who preceded them in exposing their criteria said something the same as those who had it written on their own list to say, they can take three possible alternatives: Say that during that round no has criteria.
Say the following criteria that you had written on your list or
Say your criteria anyway Third step: shortening the list:
• Once the complete list that is in front of the members has been made and that perhaps 40 different criteria have been reached, the facilitator asks the group if they consider that there is any repeated criterion and if the group considers it, the list is left only one of similar criteria.
• After reducing the list, we see, for example, that out of 40 criteria, only 32 remain.
Fourth step. FIRST Vote.
• Now we go on to vote for the criteria. Each member is told that he must vote for a fixed number of criteria. For example, if there are a total of 32 criteria and there are 7 members or participants in the group, each one must be told to vote alone by 5 criteria since 7 by 5 is equal to 35 and 32 being less than 35 gives the possibility that the 32 criteria are voted.
• Voting is done through a ballot that is prepared.
• The relative importance of each criterion can be determined by also saying that they give a value between 1 and 5 to each one for which they vote. This will allow further processing
of the information to determine which criterion has received the highest score and which has received the least.
• After the first vote, we analyze the data and make a new list where each criterion is reflected with the weight in votes it obtained. The group members only voted for 24 criteria, that is, they eliminated 8 criteria.
• Before moving on to the second vote, the facilitator asks if someone wants some clarification, preventing someone from criticizing or evaluating positively any of the criteria presented.
Fifth step. SECOND vote.
• From the list of the 24 criteria voted, the participants are asked if anyone wants to clarify the content or wording of a certain criterion. The clarification cannot be evaluative, that is, it does not refer to whether it is good or bad or if it is not considered appropriate. Opinions for or against any criterion are not allowed, just explain what it consists of. There should be no discussion about it.
• The second vote is taken and since there are 24 criteria, we ask the members to vote and at the end there are 18 criteria.
Sixth Step THIRD Vote.
• We repeat the voting operation and the same 18 criteria come out again, that is, we have reached a consensus.
• The voting and clarification process is repeated until the same number of criteria and the same criteria are achieved twice.
End of the process.
As can be seen in this technique, the participants agree on the importance of the criteria and even vote for those that they have not proposed.
We consider that an adequate group size is between 9 or 7 people, and no more because of the difficulty of the process of the information coming out of the participants and to avoid the delay of the session.
THE CAUSE AND EFFECT DIAGRAM
The cause and effect diagram is the representation of various elements (causes) of a system that can contribute to a problem (Effect). It was developed in 1943 by Professor Kauro Ishikawa in Tokyo. It is sometimes called the Ishikawa Diagram or Fishbone Diagram because of its resemblance to a fish skeleton. It is an effective tool for studying processes and situations and for developing a data collection plan.
Often people closely linked to the problem under study have formed opinions about what the causes of the problem are. Other opinions may conflict or fail to express the root cause. The use of a Cause and Effect Diagram makes it possible to gather all the ideas for study from different points of view. Example: causes of poor performance in post X. Problems with cadre reserves. Causes of Deficiencies in HRM, etc.
The development and use of the Cause and Effect Diagram are most effective after the process has been described and the problem is well defined. By then, team members will have a good idea of what factors to include in the Diagram.
Cause and Effect Diagrams can also be used for purposes other than root cause analysis. The format of the tool lends itself to planning. For example, a group could brainstorm the “causes” of a successful event, such as a seminar, conference, or wedding. As a result they would produce a detailed list grouped into a main category of things to do and to include in a successful event.
The Cause and Effect Diagram does not provide an answer to a question, as other tools do. Tools such as Pareto analysis, Scaterr diagram, and Histograms, can be used to analyze data statistically.
How is it used?
1.- Identify the problem. The problem (the effect is usually in the form of a quality feature) is something we want to improve or control. The problem must be specific and concrete: Non-compliance with installation appointments, inaccurate amounts in billing, technical errors in supplier accounts, supplier errors. This will cause the number of elements in the diagram to be very high.
2.- Record the phrase that summarizes the problem. Write the problem identified on the far right side of the paper and leave space for the rest of the Diagram to the left. Draw a box around the phrase that identifies the problem (something sometimes referred to as the fish's head).
3.- Draw and mark the main spines. The main spines represent the main input / resource categories or causal factors. There are no rules on what categories or causes should be used, but the most common used by teams are materials, methods, machines, person and / or the environment. Draw a box around each title. A group title for your Cause and Effect Diagram may be different from traditional titles; This flexibility is appropriate and you are invited to consider it.
4.- Brainstorm the accusations of the problem. This is the most important step in building a Cause and Effect Diagram. The ideas generated in this step will guide the selection of root causes. It is important that only causes, and not solutions of the problem are identified. To ensure that your equipment is at the proper depth level, the Why question should be continually asked for each of the above-initiated causes. (See the module of the five Whys). If an idea comes up that fits better in another category, don't discuss the category, just write the idea down. The purpose of the tool is to stimulate ideas, not to develop a list that is perfectly ranked. (Note: See the description of Brainstorming).
5.- Identify the candidates for the “most probable cause”. The causes most selected by the team are opinions and should be verified with more data. All the causes in the diagram are not necessarily closely related to the problem; the team should narrow their analysis to the most probable causes. Circle the most likely cause (s) selected by the team or mark it with an asterisk.
6.- When ideas can no longer be identified, the Diagram should be further analyzed to identify additional methods for data collection.
In summary, the steps to follow to develop a cause-effect diagram are the following:
a) A single statement of the problem is accepted.
b) Some of the needs are generated to build it in any of the following ways:
- Through a structured brainstorming that focuses on possible causes whose antecedents have not been studied.
- Through verification sheets.
c) To construct the diagram:
- Place the statement of the problem to the right.
- Put the ideas of the “storm” in the corresponding groups.
d) To find the most probable and basic causes of the problem.
- Causes that appear repeatedly are searched for.
- Agreements are reached by consensus.
- For each cause the question is asked "Why is it happening?" and the answers are placed as branches or "thorns" of the main causes.
ISHIKAWA DIAGRAM OR CAUSE-EFFECT OR FISH THORNS
Pareto technique
The Pareto chart is a special type of bar chart that allows you to determine the relative frequency or importance of different problems or causes and to focus on vital issues by ranking them in terms of importance.
Its creation consists of the following stages:
Stage 1: Identify the categories of problems or causes that must be compared.
Problems or causes are organized into a group of categories, reducing a long list to a manageable number of categories (8 at least).
This information can be obtained through:
Brainstorming.
Cause - Effect Diagram.
Verification sheets.
Existing reports. Data
Stage 2: Select a standard unit of measure and the period of time to be analyzed.
The measurement you select will depend on the type of situation you are working with. It can be a record of how many times something happens (defects, errors), how many times certain situations are cited in surveys as causes of some kind of problems or a specific measurement of volume or size. A time period must be selected (1 month)
Stage 3: collect and summarize the information.
At this stage, a three-column table is created, for which the headings would be: “Categories”, “Occurrences” and “Percentage of total registered cases”.
This information can be taken directly from the check sheets. Under the column "Occurrence", the totals of occurrences for each of the categories are written.
Subsequently, each number in the "Occurrence" column is divided by the total number of cases. This will give the percentage of the total. Write the percentage that was calculated under the heading "Percentage of total registered cases" for each category.
Stage 4: Draw the vertical and horizontal axes.
To draw the horizontal axis, a line is drawn from left to right, long enough so that all the categories can be annotated below them, placing them in descending order.
The vertical line up from the extreme left of the horizontal axis will indicate the occurrences for each of the categories. The scale is set so that the highest value indicated on it is slightly greater than the highest occurrence number. Also label this axis and draw another vertical axis, this time from the far right of the horizontal axis. This line will represent the percentage scale, which should be established so that the point that represents the occurrence number on the left axis is at the same height as the one that represents the corresponding percentage on the right axis.
Step 5: Draw the bars of the Pareto chart.
Already at this stage, the data must be entered by drawing a series of decreasing length bars from left to right, using the occurrence scale on the left vertical axis.
To draw the line showing the cumulative percentage, a point is drawn on each bar at a height that corresponds to the scale of the right vertical axis. Starting with the first column from the left, a line is drawn that connects all the points from left to right, and ends at the value 100% located at the upper end of the right vertical axis.
The use of a tool such as the Pareto chart helps to understand an essential principle that states that a few elements are responsible for a greater result, these elements are classified as vital and need to be identified so that all resources are directed to them.
SAMPLE OF TECHNIQUES FOR ORGANIZATIONAL DIAGNOSIS.
Faculty of Psychology. University of Havana
PREPARING THE ORGANIZATION FOR THE DIAGNOSIS.
Taken from: Improving the performance of organizations Self-assessment method Charles Lusthaus, Marie-Hélène Adrien, Gary Anderson and Fred Carden
Readiness assessment
1. To what extent do the leaders of the organization support the change process? Do staff have confidence in leaders' ability to commit to managerial change?
2. To what extent is the individual (professional or administrative) willing to encourage the process and has the capacity to do so?
3. Is the organization facing the need to make strategic decisions? Would self-assessment help decision-making?
4. Does the organization have a clear vision of where it is going?
5. Are there changes currently underway within the organization that could delay or hinder the process?
6. Does the organization have the resources to carry out the process?
7. When did the last major change in the organization occur? To what extent was it successful? Was the effect on staff positive or negative?
8. Do people within the organization have adequate capacity to undertake this process?
9. To what extent are leaders and staff accepting the use of data for the organization? Is there such data?
10. Is this the right time for change? Would another occasion be better? Are there future incentives for the change to take place now?
11. What are the positive, negative, or neutral cultural implications of the change? Are people supported in the organization if they try something new?
Exercise: Ask a group of leadership cadres to reflect individually on these questions.
Then conduct a collective discussion based on this list to decide whether the organization is ready or not. The group must reach a consensus on whether to proceed with the diagnosis or not.
Download the original file
