Practicing Organization Development (A guide for Consultants) - Part 73 pdf

He is a recipient of the Minnesota Organization Development Practitioner of the Year Award and is a professional member of NTL Institute for Applied Behavioral Science.. He consults with

Institute of Architects, and over three hundred other major organizations He is

a highly sought-after keynote speaker His twenty-one books include the

ten-year best-seller Million Dollar Consulting (McGraw-Hill), as well as the seven-book The Ultimate Consultant series (Pfeiffer) He can be reached through his

website at www.summitconsulting.com.

M ichael Welp, Ph.D., leads EqualVoice”(www.equalvoice.com), an

orga-nization development consulting firm recognized for its transformative approaches to conflict Known for his authentic, trust-building style, he works to develop leadership in everyone He is also a founding principal of White Men as Full Diversity Partners”,a consulting firm that has pioneered work on engaging white men as full diversity partners inside organizations (www.wmfdp.com) Dr Welp’s background includes a year of facilitating inter-racial team building for South African corporations He is an adjunct faculty member at Capella University He is a recipient of the Minnesota Organization Development Practitioner of the Year Award and is a professional member of NTL Institute for Applied Behavioral Science.

M argaret Wheatley, Ed.D., writes, teaches, and speaks about radically new

practices and ideas for organizing in chaotic times She works to create organizations of all types where people are known as the blessing, not the problem She is president of The Berkana Institute, a charitable global lead-ership foundation serving life-affirming leaders, and has been an organizational consultant for many years, as well as a professor of management in two

grad-uate programs Her newest book, Finding Our Way: Leadership for an

Uncer-tain Time, will be released in January 2005 Dr Wheatley’s work also appears

in two award-winning books, Leadership and the New Science (1992, 1999) and

A Simpler Way (with Myron Kellner-Rogers, 1996), plus several videos and

arti-cles She draws many of her ideas from new science and life’s ability to orga-nize in self-organizing, systemic, and cooperative modes And, increasingly, her models for new organizations are drawn from her understanding of many dif-ferent cultures and spiritual traditions Her articles and work can be accessed

at www.margaretwheatley.com or by phoning 801–377–2996.

D ale Wissman is the corporate development officer for the Air Force

Research Laboratory, Wright-Patterson AFB He consults with the labora-tory leadership on organization development issues, including strategic planning, leadership development, cultural assessment, organizational effec-tiveness, and executive coaching In this role he provides overall management guidance and technical direction to a team of ten organizational consultants, who facilitate over one hundred organizational workshops per year He can be reached by e-mail at dalewissman@sbcglobal.net.

ABOUT THE CONTRIBUTING AUTHORS 691

business strategies and redesign organizations to enhance bottom-line effec-tiveness Working within multinational organizations, Ms Woods bridges needs

of diverse constituencies while developing practical, business-driven solutions.

In 2000, her achievements were recognized by the Organization Development Institute, which named her Grand Award Winner of the Worldwide OD Project

of the Year Ms Woods has been a featured speaker at NYU and many profes-sional conferences She has lived and worked throughout Europe and the New York area and has recently returned to her hometown of Anchorage, Alaska She can be reached by e-mail at aknl@gci.net.

C hristopher G Worley (Ph.D., University of Southern California) is a

man-ager, professor, author, and consultant He is director of the Master of Sci-ence in Organization Development (MSOD) program and an associate professor of organization theory at the Graziadio School of Business and Man-agement at Pepperdine University In addition to over thirty articles, chapters,

and presentations, Dr Worley is co-author of Integrated Strategic Change and

Organization Development and Change, the leading textbook on organization

development He is currently serving as chair of the Academy of Management’s Organization Development and Change Division His recent consulting clients include Microsoft, American Healthways, and the Canadian Broadcasting Company.

ABOUT THE SERIES EDITORS

W illiam J Rothwell is professor in charge of workforce education and

development in the Department of Learning and Performance Systems

in the College of Education on the University Park campus of The Penn-sylvania State University He leads a graduate emphasis in workplace learning and performance He is also president of Rothwell & Associates, Inc (see www.rothwell-associates.com), a full-service private consulting firm that spe-cializes in all facets of workplace learning and performance.

Dr Rothwell completed a B.A in English at Illinois State University, an M.A (and all courses for the doctorate) in English at the University of Illinois at Urbana-Champaign, an M.B.A at the University of Illinois at Springfield, and a Ph.D degree with a specialization in employee training at the University of Illi-nois at Urbana-Champaign.

Before entering academe in 1993, Dr Rothwell had twenty years of experi-ence as a practitioner, serving first as training director for the Illinois Office of Auditor General and later as assistant vice president and management devel-opment director for The Franklin Life Insurance Company, at that time a wholly owned subsidiary of a Fortune 50 multinational company.

Best-known for his extensive and high-profile work in succession management

(see Effective Succession Planning, 2005), Dr Rothwell has authored, co-authored,

edited, or co-edited numerous books, book chapters, and articles Among his most recent publications is the current ASTD competency study to define the workplace

learning and performance field, entitled Mapping the Future (with P Bernthal and others, 2004), Competency-Based Human Resource Management (with D Dubois,

ing, 2nd ed (with H Kazanas, 2004), What CEOs Expect from Corporate Training: Building Workplace Learning and Performance Initiatives That Advance Organiza-tional Goals (with J Lindholm and W Wallick, 2003), Planning and Managing Human Resources, 2nd ed (with H.C Kazanas, 2003), Creating Sales Training and Development Programs: A Competency-Based Approach to Building Sales Ability

(with W Donahue and J Park, 2002), The Workplace Learner: How to Align

Train-ing Initiatives with Individual LearnTrain-ing Competencies (2002), and BuildTrain-ing Effec-tive Technical Training: How to Develop Hard Skills Within Organizations (with

J Benkowski, 2002).

Dr Rothwell is also a book series coeditor, with Rita Richey and Tim Spannaus,

of the Pfeiffer book series Using Technology in Training and Learning.

K ristine Quade brings her many years of experience in helping

organiza-tions resolve phenomena caused by chaos within complex adaptive human systems in workable ways so that people can understand and knowingly take action Her expertise comes from her background as a practicing attorney, combined with a master’s degree in organization development from Pepperdine University and a variety of internal corporate senior management assignments, including having served as the vice president of OD at a Fortune 500 company Her external consulting practice centers on work with senior management teams and whole systems work in over twenty countries.

Ms Quade has always been in the forefront of whole systems change; her work has included facilitation of small senior teams facing serious and complex issues up to groups of 1,500 focused on developing significant, ground-breaking change She is an expert in a variety of flexible and tested intervention methods.

She has authored three books: The Essential Handbook: Behind the Scenes

of Large Group Event, The Conscious Consultant: Mastering Change from the Inside Out, and Organization Development at Work: Conversations on the Values, Applications, and Future of OD, co-authored with Margaret Wheatley

and Robert Tannenbaum.

Recognized as the 1996 Minnesota Organization Development Practitioner of the Year, Ms Quade teaches in the master’s and doctoral programs at Pepper-dine University, the University of St Thomas, Bowling Green University, and Mankato State University She is a frequent presenter at the Organization Devel-opment National Conference (including being the keynote speaker in 1998), the International Organization Development Congress in Mexico, and the Interna-tional Association of Facilitators She currently serves as a member of the Board

of Trustees for the Organization Development Network and is a member of the NTL Institute for Applied Behavioral Science Ms Quade can be reached at

ABOUT THE BOARD MEMBERS

D avid L Bradford is senior lecturer in organizational behavior and dean of

the Executive Program on Leadership and Power at the Graduate School

of Business, Stanford University, Palo Alto, California He is co-author

(with Allan R Cohen) of Managing for Excellence: Influence Without Authority, and POWER UP: Transforming Organizations Through Shared Leadership.

W Warner Burke is the Edward Lee Thorndike Professor of Psychology

and Education and coordinator of the graduate programs in social-organizational psychology at Teachers College, Columbia University, in New

York His most recent publication is Organization Change: Theory and Practice.

L enneal Henderson is currently distinguished professor of government and

public administration at the University of Baltimore He is also a faculty member of the Fielding Graduate Institute in the programs on human and organization development and educational leadership and change He has con-ducted organization development training and consulting in Europe, Africa,

India, and Latin America He is the author of Administrative Advocacy and a

forthcoming book on OD in the public sector.

Feedback and co-editor of The Promise of Diversity.

C hristopher G Worley is director, MSOD Program, Pepperdine University,

Malibu, California He is co-author of Organization Development and

Change (8th ed.), with Tom Cummings, and of Integrated Strategic Change,

with David Hitchin and Walter Ross.

SUBJECT INDEX

A Abilene Paradox, 409 Academy of Management, 140, 154, 178 ACC (Association for Creative Change), 102 ACM (active change model): accepting step in,

613–615, 614fig; acting step in, 617fig–618;

changing step in, 618fig; describing step in, 612–613fig; overview of, 607–608fig; perceiv-ing step in, 609fig–612; questionperceiv-ing step in, 615fig–617

Acquisitions, 484

Action groups, 556, 557fig

Action learning, 448–449 Action planning: described, 48; developing philosophy for, 276; high impact of, 311;

important characteristics of, 298; model for,

274–275e, 276; process of, 298–304fig,

309–311; understanding, 295, 297–298 Action planning process: five steps listed, 298;

step 1: involve key stakeholders, 299–300;

step 2: evaluate and prioritize relevant data, 300–302; step 3: agree on the changes to be made, 302; step 4: develop a change strategy, 303–304, 309–310; step 5: clarify roles and follow-through responsibilities, 310–311 Action research (evolving) change model:

launch phase of, 56fig–57; overview of,

53, 55; post-launch phase of, 56fig, 57; pre-launch phase of, 55–56fig

Action research (traditional) change model:

1: entry phase of, 43, 44–45; 2: start-up phase of, 43, 46–47; 3: assessment and feed-back phase of, 43, 47–48; 4: action planning phase of, 43, 48; 5: intervention phase of,

43, 48–49; 6: evaluation phase of, 43, 49–50; 7: adoption phase of, 43, 50–51; 8: separa-tion phase of, 44, 51; development time line

of, 95–96; overview of, 41–44, 42fig Adaptive area, 379fig, 380–381

Adoption phase, 50–51 Adventure training, 474 Advertising, 220

Affinity networks, 564–565, 567t–569t The Age of Heretics (Kleiner), 443

AHRD (Academy of Human Resource Develop-ment), 475

AI (appreciative inquiry): Appreciative Inquiry Consortia, 142; coaching as, 391–393;

described, 52, 474–475, 515–516, 556; develop-ment time line of, 96; experts on value/

application of, 181; 4-D cycle of, 523–524, 556; key principles of, 52–53; as large-group

inter-vention, 426; theory foundation of, 452 See also Appreciative inquiry summits

697

Alpha change, 22 Ambiguity tolerance, 592–593 American Productivity and Quality Center, 565 American Society for Training and Develop-ment, 388

America’s Most Admired Companies (Fortune

magazine), 278 Analyzer style, 261 Anecdotes, 345 Anger, 591–592 Anticipatory principle, 519 Appreciative Inquiry Consortia, 142 Appreciative inquiry summit design: day 1:

discovery phase: elaborating strategic, posi-tive core, 526–527; day 2: dream phase:

imagining strategic futures, 527–528; day 3:

design phase: creating organizational archi-tecture supporting strategy, 528–529; day 4:

destiny phase: creating strategic action groups, 529–530

Appreciative inquiry summits: designing, 526–530; examining examples and trends of, 523–524; lessons learned from, 530–533;

PhoneCo case study on, 524–525, 530; U.S

Navy case study on, 525–526 See also AI

(appreciative inquiry)

Appreciative Inquiry (Watkins and Mohr), 281

Appreciative interviews, 515 ARABS (Association for Religion and Applied Behavioral Science), 102

Assessing organizations: data analysis for, 284–285; data collection for, 282–284; data feedback for, 286; high impact of, 311;

meth-ods used for, 288e–295; overview of, 279,

281; planning for, 282 Assessment: action research (traditional) change model on, 43, 47–48; of cultural

organization, 296e–297e; developing philoso-phy for, 276; executive development, 399e

Assessment methods: advantages and

disad-vantages of, 296e–298e; examining existing

information, 298; interviews, 299,

300e–302e; live assessments, 302–303;

obser-vations, 299; questionnaires, 299 Association for Quality and Participation,

140, 142 ASTD, 142, 380 Asynchronous tools, 572, 574–576 Attachment, 610

Autocratic culture, 296e, 297

Beta change, 22 Bias awareness, 593–594 Biographical characteristics, 336

The Biology of Love (Janov), 650

Blame, 614 Blind resistance, 315

Blocks, 609fig–610

Boundary management, 429 Bowling Green State University, 444 Branding internal OD function, 631–632 Bro bono work, 217

Built to Last (Collins and Porras), 279, 498

Built-to-last model, 279

Business Finance magazine, 388

C Caring, 654 CAS (complex adaptive system): characteris-tics of, 541–543; competencies required for working with, 547–548; working as change agent in, 543–547

CDE Model, 544 Celestica, 434 Challenger disaster, 409 Change: ACM (active change model) for,

607–608fig; adding to the complexity of

per-sonal, 607–619; as being constant, 10; chang-ing perceptions about, 486–487; critiques of existing, 75, 77; distinctions between

trans-formation and, 62e; effects of, 14; using

eval-uation to move forward with, 346–349; increasing rate and magnitude of, 12; increasing speed in market, 12; leadership ability to guide, 14–15; learning used in same context as, 20; levels or types of, 22–23; listing your beliefs about, 9–10; mod-els for large-system, 433; organization, 21–23; reasons for failure of, 15–16; reasons for rapid pace of, 13–14; self as instrument

in, 585–586fig; six key trends in, 12–13;

strategy for, 510–535; technology as catalyst for, 559–561; whole system transformation and, 440–454, 516–518; worksheet for

reflect-ing on assumptions about, 11e

Change agents: in complex adaptive system, 543–547; described, 23–24, 543; OD consul-tants as, 310

The Change Handbook (Holman and Devane),

452 Change leader, 310

The Change Leader’s Roadmap (Anderson and

Anderson), 611

Change management: checklist for, 305e–306e;

compared to OD, 112; competency in tech-nologies of, 159; defining, 17–18; leadership ability to guide through, 14–15; limitations

of, 316; principles of, 306e–307e; roles in successful, 311e; three critical roles of, 425

Change models: ACM (active change model),

607–618fig; action research (evolving view),

53–57; action research (tradition), 41–52,

42fig, 95–96; AI (appreciative inquiry), 52–53,

96, 181; characteristics/common elements of,

39, 74–75, 76fig; critical research, 40–41e;

cri-tiques of existing, 75, 77; drivers of, 13;

Gen-eral Electric’s seven-step, 74–75, 76fig; Jick’s ten-step, 74–75, 76fig; Kotter’s eight-step, 74–75, 76fig; Sullivan/Rothwell, 57–74 Change Planning Form, 308e

Change strategy See Strategy

Change supporter, 310–311 Change team, 310 Changing technology trend, 12 Charts, 345

Checklist of Audit Documents, 125e

Cheerleader style, 261 Chevron, 433

China White (MacLean), 477

Chinese prescription drug privacy, 478 Circles of inquiry, 532–533

Clearinghouse for Information About Ethics and Values in Organization and Human Sys-tems Development, 498

Cleveland Clinic Foundation, 96 Client-consultant relationship: barriers to developing effective, 251; developing open and trusting, 249–252; handling personal friendship within, 252

Clients: becoming oriented to client’s world, 244–246; defining, 24; exchange between consultants and, 264–266; identifying, 242–244; methodologies for understanding the global, 472–474; role of evaluation dur-ing interaction with, 332–333; six types of, 242–243

Coaching: as appreciative inquiry, 391–393; for deep empowerment for personal transforma-tion, 393–394; described, 389–390; personal development using, 386–387; STRIPES approach to, 390–391

Code of Ethics, 500–501 Cognitive dissonance, 384

Collaborative online environments, 556, 557e, 563–566, 567t–569t

SUBJECT INDEX 699

Colloquium on the Application of Complex Adaptive Systems to Business, 434 Comdex (trade show), 652 Commercial publishing, 217–218 Commitment-based organizations, 425 Communication: cross-cultural, 487–488; face-mail (face-to-face), 651; World Wide Web to facilitate, 552

Community: learning, 565, 567t–569t; OD and

the, 480–481; virtual, 551 Community of practice (CoPs), 555, 565,

567t–569t

Comparison with competitors evaluation, 342 Competencies: for conducting evaluations, 351–352; defining, 136; establishing OD con-sultant’s, 246–249; for global OD, 485–489; identifying your, 212; importance to OD, 137–138; specific to internal OD, 632–637; for working with human systems dynamics,

547–548 See also OD competencies

Complex adaptive system (CAS), 543–548 Conceptual agreements: as key to closing new

business, 229fig–230; marketing and role of,

228; three elements of, 228 Conference of the ASTD (American Society for Training and Development), 3

Conference boards, 426 The Conference Model, 517 Conflict in team process, 409 Connecticut State Inter-Racial Commission, 87

The Conscious Consultant: Mastering Change from the Inside Out (Quade and Brown), 607 Consultants See OD consultants

Contingency Theory, 100 Continuing cost containment, 12 Contracting: for consultant support needs, 263–264; on consultant-client exchange, 264–266; described, 257–258; for the work, 258–259; for working relations, 259–263 Contribution, 654

Convergence: defining, 106; examining

HRM and OD, 106–107 See also HRM/OD

convergence CoPs (communities of practice), 555, 565,

567t–569t Corporate Cultures: The Rites and Rituals of Corporate Life (Deal and Kennedy), 24 Corporate world view, 481fig

Cost containment, 12 Cost/benefit analysis, 342

CR (critical research) model, 40–41e

Creativity, 655 Credibility establishment, 635–636

Critical research model, 40–41e

social interaction/work-related values and, 473; observed without judgment, 471 Culture: described, 24, 423; ethical presump-tions in context of, 478; funcpresump-tions and ele-ments of, 365–368; relationship between

ethical behavior and, 506 See also

Organiza-tional culture Culture model: described, 294; organizational

culture assessment using, 296e–297e

Customer service behaviors, 335–336

Customized survey, 341e

D DAD (Decide, Advocate, and Defend) model, 513–514

Data: action planning and evaluation/prioritiz-ing of, 300–302; examinevaluation/prioritiz-ing existevaluation/prioritiz-ing

informa-tion and, 288e, 290; OD focus on gathering, 368–370 See also Information validity

Data analysis, 284–285 Data collection, 282–284 Data feedback, 286–288 Decision-making: by lack of response (“plop”), 408; as part of team process, 408–410

Delphi method, 190–192 See also

Future-responsive societal learning Denial, 610

Designing and Using Organizational Surveys

(Church and Waclawski), 281 Desired outcomes, 48

Detachment, 636 Development, 33 Developmental change, 23 Diagnosing organization systems model, 277–278

Differentiation and integration, 100 Disconfirmation, 530–531 Dreams, 601

Drivers of change model, 13 Dynamism, 473

E Economic buyers: establishing conceptual

agreements with, 228–229fig; establishing

routes to, 216–228; identifying and reaching, 215–216

Education, 33 EIAG process, 95 Electronic newsletters, 222–224

600–661; love, 604; as OD practitioner barrier, 587–589; self-awareness/self-understanding quest through, 595–598

Enabler role, 425 Energizer role, 425 Engagement intervention, 48 Engineering or design culture, 373–374

“Enough-is-never-enough” syndrome, 597 Enron, 478

Envisioner role, 425 Episcopal Church, 102

EQ (Emotional Intelligence), 378

Essential Competencies of Internal and External

OD Consultants (McLean and Sullivan), 43

Esso, 101, 102

“The Ethic of Right vs Right” (Kidder), 477 Ethical behavior: developing ability to think and act with, 503–505; importance of self-knowledge in, 505; relationship between culture and, 506

Ethical issues/dilemmas: common types of, 506–507; global organization development and, 475–478, 506; individual factors that influence judgment in, 505–506

Ethical sensitivity, 505 Ethics: clear boundaries provided by, 497–498; individual factors that influence practice of, 505–506; OD code of, 500–501; of OD and HSD’s field of practice, 496–508; OD Net-work conversations regarding, 499–500; statement summarizing guidelines for OD,

501–503 See also Values Ethnocentric, 481fig Eupsychian Management: A Journal

(Maslow), 97 Evaluation: action research (traditional) change model on, 43, 49–50; barriers to, 349–351; used to change behaviors moving forward, 346–349; competencies for conduct-ing, 351–352; defined within systems

per-spective, 327–331fig; importance of, 332;

interaction with clients and role of, 332–333; key measures in OD, 333–336; reporting out-comes of the, 345; types of, 336–345; who

should do the, 333, 334e, 351–352

Evaluation measures in OD: dimension 1: prof-itability and bottom line, 334–335; dimen-sion 2: morale, 335; dimendimen-sion 3: emotion, 335; dimension 4: critical customer service