Introduction
The organizational literature provides two major concepts that aid in comprehending the job restructuring process. The two concepts are job design and system redesign respectively. The job design deals with the actual activities undertaken by individuals in the workplace. Such activities encompass the roles, as well as the methods applied in job completion (McConnell, 2009). Conversely, the system’s redesign concerns changing the normal operations of the entire department or the healthcare organization. Therefore, this paper examines how to commence the process of job design. It also highlights work processes and performance expectations considerations once the design is finally complete. In addition, it is vital to indicate some of the steps and structures that I will put in place in making the organization a genuine working organization thus encouraging workers and managers to excel despite the changes. It also specifies how to plan and control the inter-organizational communications eminent in the implementation of the design changes. Finally, it specifies the procedures undertaken by the management in ensuring individual job satisfaction for such positions.
Commencing Job Redesign Process
To initiate the course of job redesign that not only considers the universal worker but with a closer view on any patient delivery concerns, it is imperative to comprehend some of the possible facilitators, as well as hurdles to the entire redesigning process (McConnell, 2009). According to Peter Senge, the main barriers to efficient job redesigning include bickering, usually highly witnessed among coworkers. Additionally, issues of conflict within the management and inadequate training could act as obstacles. Furthermore, the other issues greatly distressing the process are inadequate security, salary shortages, and inefficient decision-making aptitudes of the responsible individuals. Therefore, the utilization of the system theory is crucial in understanding the interrelationships amid the varied components of the organization (McConnell, 2009). In understanding the processes, currently present in the organization, the application of feedback loops is equally important. It is also noteworthy that changing a section of patient care delivery can affect other parts of the organization, either constructively or adversely.
Therefore, when redesigning the job for nurses, the foremost thing that I will do is to develop a suitable process that would augment the effectiveness of the roles. After devising such a process, there is a need to scrutinize the impact of the task redesigning to the service deliverers, as well as on the patients. To ascertain that the redesign process is effective in increasing efficiency and job satisfaction, the course should begin by reviewing the necessary information from the perception of the system (McConnell, 2009). Hence, Senge describes systems thinking as a theoretical outline providing any necessary information aiding in understanding all factors entailed in the change, for successful facilitation of the process. Systems thinking outlines the need to evaluate the work processes, tasks, as well as output. Additionally, it is essential to comprehend the activities likely to occur during the job redesign. Studies designate that the redesign process is highly dependent on those involved in the job. Thus, it deems vital to consider engaging all individuals involved in the job for purposes of increasing effectiveness. In maximizing the process redesign success, individuals involved ought to be highly considered (McConnell, 2009). This is factual since health care workers possess lofty skills, as they are highly acquainted with the assumed roles. Therefore, their knowledge takes a great role in the successful realization of the entire redesign process. Besides, I will engage the main stakeholder of health care in implementing the change, as they possess the basic information needed for the success of the entire process.
The work processes and performance expectations considered upon completion of the design change
Upon completion of the job design, consideration of numerous work processes and performance is imminent. Amongst the processes put into consideration, is communication, which is crucial for the efficient performance of activities undertaken in the organization (McConnell, 2009). There ought to exist clear channels of communication between the employers and workers. In understanding the specifications of the new job, the person in charge needs to be directed at what duties they should assume: hence, the need for structured communication strategies for easy transfer of information from the top managers to the individuals holding the duties. Upon completion of the design process, the major routine expectations are employee fulfillment and superior service delivery. This is because the job redesign process entails altering certain duties undertaken by certain employees for purposes of enhancing job satisfaction. In addition, while assessing customer satisfaction, factors such as job security, training, as well as compensation, take a centre stage (McConnell, 2009). The process of achieving the vision of the organization becomes less complex after redesigning the job.
Enhancing Learning in the Organization
In making it a true learning organization, which encourages workers and managers to adapt and excel despite the changes, it is crucial to incorporate numerous steps and structures specified by Peter Senge (Smith, 2001). It is necessary to involve the principle of personal mastery, which is usually core in enhancing learning in an organization. According to Senge, individuals greatly influence the learning process in the organization. He claims that when persons in an organization are willing to learn, then the group finally achieves the task. This is factual since these organizations comprise of individuals from diverse backgrounds. I would champion for personal mastery since it helps in clarifying the organization’s vision thus helping in realizing its objectives effectively. Personal mastery does not only focus on the skills and expertise possessed by varied individuals in the organization although they are equally essential in the organization’s learning process (Smith, 2001). He further adds that individuals possessing personal mastery are always in the learning form. This means that the concept cannot be termed as something possessive, but is rather a continuous process. Personal mastery is of significance since it helps people in distinguishing their ignorance, areas where they depict much incompetence, as well as areas needing growth (Smith, 2001).
Generating a mental model is also imperative to boosting organizational erudition. I will incorporate mental models in making the patient delivery a true learning organization since, when well utilized, it influences the way individuals take actions and understand the world in which they reside. Senge describes the generation of mental models as the ability to comprehend the interior images of the world and professionally unfold them for purposes of examination and scrutiny (Smith, 2001). Individuals gain the opportunity to air their thoughts across when the management incorporates such models in learning; thus, influencing other personalities’ way of thinking. Since studies have indicated the efficiency of mental models in the learning process, I will hold discussion sessions that involve them (Smith, 2001). As a result, members of the organization will be competent with the necessary skills that are imperative in the continuous success of the organization.
In endeavoring to encourage workers and managers to adapt and excel, it is vital to building a shared vision despite the changes made in the organization (Smith, 2001). According to Peter Senge, implementing a genuine vision for the organization is crucial in steering the learning process. This is because an indisputable vision compels individuals to develop an interest in achieving its specifications. As individuals generate ideas on achieving the organizational vision, innovation and creativity for the concerned individuals develop thus facilitating the entire learning procedure. In the case of a shared vision, the participating individuals willfully concern themselves with learning because each aims at achieving the shared picture of the future (Smith, 2001). Therefore, after redesigning the jobs, I will encourage both managers and workers to unite in devising a new vision that would aid in helping any entity in the organization become extra creative and innovative; thus, enhancing the learning process in the organization.
After embracing the principle of building a shared vision, I will also opt to create team learning. Senge indicates that team learning entails equipping groups with necessary skills to the extent that they act according to the wishes and expectations of the rest of the organizational community. Senge outlines that, despite the prowess of such teams, they ought to undertake intensive consultations in efforts of meeting the entire community’s expectations (Smith, 2001). As Senge specifies, when diverse teams learn together, their resultant effect leads to amplification of the member’s growth. The concept of team learning initially starts with dialogue and eventually culminates into genuine thinking thus the development of measured decisions. Such decisions greatly influence the learning process. Senge refers to process thinking as the keystone of any learning organization. An organization is dynamic thus the need to understand each of its components. Neglecting any single component of the organization ruins its operations (Smith, 2001). Therefore, systems thinking entail incorporating all stages discussed above for success in the learning process.
How to plan and control the intra organizational and inter-organizational communications, which must occur, to implement job design changes
In planning and controlling, the intra-organizational and inter-organizational communications, which must occur, to implement the job design changes, I will try to identify the most common barriers to effective communication that would bar the process of implementing the changes (Jablin & Puntan, 2001). Studies designate the following as some of the obstacles to effectual communication. The sender can send erroneous information. Additionally, the receiver might fail to comprehend the message received; therefore, impeding the communication process. However, in some scenarios, the parties involved might not have a common language, which is easily understandable. Therefore, after a careful examination of the possibilities of such barriers in my organization, I will champion effective communication between the parties involved in implementing the design changes (Jablin & Puntan, 2001). I can make this possible by ensuring that any individual present in the organization is aware of their responsibilities, as well as their roles. Secondly, in eliminating the barriers present, I will try to purge any biases by introducing a clear understanding of the responsibilities held by each. Furthermore, in planning and controlling such forms of communication, I will devise an efficient communication channel for enhancing the message transmission effectively (Jablin & Puntan, 2001). Upon establishing a good communication channel, both intra and inter-organizational communication become effective.
How the management ensures an individual’s job satisfaction for the position
The management can undertake numerous roles in ensuring job satisfaction of patient care positions. Nurses undertake patient care in most parts of the globe. However, studies reveal a decrease in the proportion of nurses in diverse parts of the world (Khaliq, Zia-ur-Rehman & Rashid, 2011). In enhancing job satisfaction for nurses, the management needs to develop training programs that instill skills in them, thus becoming capable of carrying out duties successfully. With the technology onset, the management ought to train nurses on ways of undertaking some duties online. This would help in enhancing their satisfaction since they perform duties extra easily (Institute of Medicine, 2010). Conversely, in ensuring individual job satisfaction, they should augment their remunerations thus boosting their job morale. Current studies outline that a greater proportion of nurses express high feelings of dissatisfaction because of the huge workload they have to accomplish. Therefore, the management can improve satisfaction by diminishing such workloads (Institute of Medicine, 2010).
Conclusion
In summary, certainly, job redesign is extremely involving since diverse factors affect its implementation. The paper shows that in beginning the job redesign process, it is imperative to understand the major barriers. It is clear that coworkers’ bickering, inadequate training, as well as managing conflict, have adverse effects on the job redesign process. Additionally, communication takes a critical part in the effective accomplishment of the process. In conjunction with the successful completion of the process, workers and patients achieve more satisfaction. Specification of the workers’ responsibilities enhances service delivery to customers. This paper also focuses on some of the strategies incorporated in advancing true organization learning. Senge outlines that individual mastery, intellectual models, and team learning contribute to the true learning of the organization. In planning and controlling communication while implementing the design changes understanding some of the communication barriers present would help in eliminating them; thus, choosing the right plans. Finally, the management would enhance customer contentment by enacting training programs, as well as reducing the workforce.
References
Institute of Medicine (2010). The Future of Nursing: Leading Change, Advancing Health. Washington, D.C: The National Academies Press.
Jablin, F. & Puntan, L. (2001). The new handbook of organizational communication: advances in theory, research, and methods. London: Sage publishers.
Khaliq, M., Zia-ur-Rehman, M. & Rashid, M. (2011). The role of human resource management and nurse’s job satisfaction in medical service organizations. African Journal of Business Management. Vol. 5. Is. 3: 974-986.
McConnell, C. (2009). Management Skills for the New Health Care Supervisor. Massachusetts, MA: Jones & Bartlett Learning.
Smith, M. (2001). Peter Senge and the learning organization, the encyclopedia of informal education. Web.