Nous n’apprenons pas de l’expérience ; nous apprenons en réfléchissant à l’expérience.
John Dewey
Questionnaires
Perception de l’activité professionnelle
La valeur première de ce questionnaire est de fonctionner comme un tremplin vers une meilleure connaissance de soi et une compréhension affinée des facteurs de ressourcement ou d’usure au travail. Il vise à offrir un miroir fidèle de la manière dont vous percevez votre activité professionnelle, à travers huit dimensions ayant une influence bien établie sur le bien-être, la santé psychologique, l’efficacité et l’épanouissement personnel et professionnel. Plus qu’un simple outil de mesure, il constitue un point de départ pour explorer vos besoins, vos forces, vos leviers de développement et, si nécessaire, engager des choix plus adaptés à ce que vous souhaitez vivre.
Compétences de conduite
Ce questionnaire invite les leaders à évaluer leur niveau de compétence dans huit dimensions clés du leadership. Ces huit dimensions constituent un socle nécessaire et interdépendant : lorsqu’une d’entre elles est significativement sous-investie ou fragilisée, c’est l’ensemble de l’efficacité du leadership qui peut être compromise. Un déficit d’expertise peut entamer la crédibilité; un manque de régulation émotionnelle peut dégrader la qualité des interactions; une absence de vision stratégique peut démobiliser les équipes; une faible orientation client peut nuire à la pertinence de l’action; une gouvernance opérationnelle déficiente peut générer de la désorganisation; une capacité insuffisante à conduire et à accompagner le changement peut mettre en péril les projets de transformation; et une faible agilité cognitive dans un contexte en perpétuelle mutation peut mener à des prises de décision inadaptées.
Épuisement professionnel
Construit sur les travaux de Michel Delbrouck et de Christina Maslach, ce questionnaire comporte trois parties : 1) Estimation du stade d’évolution du symptôme d’épuisement professionnel, 2) Evaluation de la gravité des symptômes d’épuisement physique ou émotionnel, de dépersonnalisation et de dévalorisation et 3) Calcul de l’indice global d’épuisement professionnel.
Guides
Théorie FIRO
Ce guide présente en synthèse la théorie FIRO et les principaux concepts développés par le psychologue américain Will Schutz. Destiné à soutenir le développement durable de l’efficacité individuelle et collective au sein des organisations, il propose également des éclairages complémentaires tirés de la psychologie organisationnelle et de la Gestalt-thérapie.
Conduite du changement
Ce guide propose un cadre structuré de conduite et d’accompagnement du changement organisationnel fondé principalement sur le modèle en huit étapes de John P. Kotter. Il contient également d’autres apports de la psychologie organisationnelle, du développement organisationnel et des théories de l’apprentissage collectif.
Mon projet professionel
Ce guide de réflexion vous accompagne dans votre processus de recherche d’une activité professionnelle porteuse de sens. Présenté sous forme d’un journal de bord, il vous guide pas à pas à l’aide d’exercices simples et ludiques qui vous permettront de vous reconnecter à vos aspirations profondes, de clarifier votre objectif professionnel, de définir une stratégie réaliste, et de vous engager sereinement sur la voie de la transformation.
Ouvrages
| Topic | Reference |
|---|---|
| Organizational Psychology | Burke, W. (2011). Organization change: Theory and practice (3rd ed.). Thousand Oaks, CA: Sage Publications. This text shows how effective organization change is grounded in sound knowledge about human behavior in the workplace. The author reviews various models and cases to demonstrate how to diagnose change issues in organizations. The book integrates theory and research with application for insight into all aspects of organization change. The author discusses a range of theories to help understand organizations and change, including open-system theory, Capra's ideas about the life sciences, chaos theory, and Gladwell's The Tipping Point. The text examines both evolutionary and revolutionary organization change, as well as the nature of change, and illustrates the usefulness of models, including the Burke-Litwin model. The third edition includes a new chapter focusing on changing an organization's culture, and new sections on positive organization change and loosely coupled systems. An Instructor Teaching Site is provided which includes a test bank; PowerPoint slides; sample syllabi; access to SAGE journal articles; and links to web-based audio and video resources. |
| Organizational Psychology | Cialdini, R. B. (2001). Harnessing the Science of Persuasion. (cover story). Harvard Business Review, 79(9), 72-79. If leadership, at its most basic, consists of getting things done through others, then persuasion is one of the leader's essential tools. Many executives have assumed that this tool is beyond their grasp, available only to the charismatic and the eloquent. Over the past several decades, though, experimental psychologists have learned which methods reliably lead people to concede, comply, or change. Their research shows that persuasion is governed by several principles that can be taught and applied. The first principle is that people are more likely to follow someone who is similar to them than someone who is not. Wise managers, then, enlist peers to help make their cases. Second, people are more willing to cooperate with those who are not only like them but who like them, as well. So it's worth the time to uncover real similarities and offer genuine praise. Third, experiments confirm the intuitive truth that people tend to treat you the way you treat them. It's sound policy to do a favor before seeking one. Fourth, individuals are more likely to keep promises they make voluntarily and explicitly. The message for managers here is to get commitments in writing. Fifth, studies show that people really do defer to experts. So before they attempt to exert influence, executives should take pains to establish their own expertise and not assume that it's self-evident. Finally, people want more of a commodity when it's scarce; it follows, then, that exclusive information is more persuasive than widely available data. By mastering these principles--and, the author stresses, using them judiciously and ethically--executives can learn the elusive art of capturing an audience, swaying the undecided, and converting the opposition. |
| Organizational Psychology | Cialdini, R. B. (2004). The Science of Persuasion. Scientific American Special Edition, 14(1), 70-77. The author discusses the psychological tendencies that come into play in persuasion. The scientific study of the process of social influence has been under way for well over half a century, beginning in earnest with the propaganda, public information and persuasion programs of World War II. Since that time, numerous social scientists have investigated the ways in which one individual can influence another's attitudes and actions. Six basic tendencies of human behavior come into play in generating a positive response: reciprocation, consistency, social validation, liking, authority and scarcity. As these six tendencies help to govern our business dealings, our societal involvements and our personal relationships, knowledge of the rules of persuasion can truly be thought of as empowerment. Reciprocity includes more than gifts and favors; it also applies to concessions that people make to one another. Public commitments, even seemingly minor ones, direct future action. One fundamental way that we decide what to do in a situation is to look to what others are doing or have done there. If many individuals have decided in favor of a particular idea, we are more likely to follow, because we perceive the idea to be more correct, more valid. People prefer to say yes to those they like. Of course, most commercial transactions take place beyond the homes of friends. Under these much more typical circumstances, those who wish to commission the power of liking employ tactics clustered around certain factors that research has shown to work. Physical attractiveness can be such a tool. |
| Organizational Psychology | Cummings, T. G., & Worley, C. G. (2008). Organization development and change (9th ed.). Mason, Ohio: South-Western. This book provides a wealth of information about the field as well as concepts and recommendations across the four stages of consultation: entry, diagnosis, interventions, and disengagement. The usefulness of the delineation between more micro-level interventions vs. macro-level interventions is noted. Data regarding interventions, internal vs. external consultants, and knowledge and skill requirements of OD practitioners are also commended. Chapter 2: The Nature of Planned Change Chapter 3: The Organization Development Practitioner Chapter 9: Designing Interventions Chapter 11: Evaluating and Institutionalizing Organization Development Interventions Chapter 12: Interpersonal Group Process Approaches Chapter 13: Organization Process Approaches Chapter 15: Employee Involvement Chapter 20: Transformational Change Chapter 21: Continuous Change Chapter 23: Organization Development in Gobal Settings Chapter 25: Future Directions in Organization Development |
| Organizational Psychology | McClelland, D. C. (1974). That urge to achieve. In Organizational psychology: A book of readings (2nd ed.). Oxford, England: Prentice-Hall. Presents a general discussion, illustrated with case examples, of man's need to achieve, of the efforts of psychologists to study and measure motivation, and of experimental courses designed to improve and encourage motivation for high achievement. |
| Organizational Psychology | Pfeffer, J., & Sutton, R. I. (2006). Hard Facts, Dangerous Half-Truths, and Total Nonsense: Profiting from Evidence-Based Management. Harvard Business School Press Books, 1. The best organizations have the best talent. Financial incentives drive company performance. Firms must change or die. Popular axioms like these drive business decisions every day. Yet, too much common management "wisdom" isn't wise at all--but, instead, flawed knowledge based on "best practices" that are actually poor, incomplete, or outright obsolete. Worse, legions of managers use this dubious knowledge to make decisions that are hazardous to organizational health. Jeffrey Pfeffer and Robert I. Sutton show how companies can bolster performance and trump the competition through evidence-based management, an approach to decision making and action that is driven by hard facts rather than half-truths or hype. This book guides managers in using this approach to dismantle six widely held--but ultimately flawed--management beliefs in core areas, including leadership, strategy, change, talent, financial incentives, and work-life balance. The authors show managers how to find and apply the best practices for their companies, rather than blindly copy what seems to have worked elsewhere. This practical and candid book challenges leaders to commit to evidence-based management as a way of organizational life--and shows how finally to turn common sense into common practice. The big four: making fast and effective change management happen |
| Organizational Psychology | Ramthun, A. J., & Matkin, G. S. (2012). Multicultural shared leadership: A conceptual model of shared leadership in culturally diverse teams. Journal Of Leadership & Organizational Studies, 19 (3), 303-314. doi:10.1177/1548051812444129 This conceptual article reviews relevant literature to develop propositions forming a model of multicultural shared leadership. First, an examination of the definitions of culture finds consensus on culture as a system. Second, a review of the developmental model of intercultural sensitivity introduces the concept of intercultural competence. Third, an exploration into the theoretical foundations of vertical and shared leadership develops primary themes. Finally, the formation of propositions and a conceptual model invites researchers to study the moderating impact of intercultural competence on culturally diverse teams and shared leadership. Theoretical and practical implications, limitations, and recommendations are discussed. |
| Organizational Psychology | Rioch, M. J. (1970). The work of Wilfred Bion on groups. Psychiatry: Journal For The Study Of Interpersonal Processes, 33(1), 56-66. Explicates some of the basic theories of Wilfred Bion that are necessary to his conceptual analyses of groups. Distinguishes between the work group (which is the ideal, task-oriented, purposeful group) and the basic assumption group (which fulfills neurotic needs of its members rather than its assigned function). There are 3 types of basic assumption groups: (a) one is characterized by dependency on a leader, (b) another is noted for its gathering against the outside work world and is called a "fight-flight" group, and (c) the last is a pairing group based on the concept of redemption by the created Messiah. These are the mythic bases for groups and are found to some degree in all groups since the ideal work group is a symbol toward which groups strive. |
| Organizational Psychology | Tuckman, B. W., & Jensen, M. C. (2010). Stages of Small-Group Development Revisited. Group Facilitation: A Research & Applications Journal, pp. 43-48. The article discusses the review of the research of Bruce W. Tuckman and Mary Ann C. Jensen on the stages of small group development. The stages of group development developed by Tuckman and Jensen includes forming, storming, norming and performing. It states that a fifth stage, adjourning was added to the hypothesis of the research. An overview on the purpose and methodology of the review is offered. |
| Organizational Diagnosis | Church, A. H., & Waclawski, J. (2001). Designing and Using Organizational Surveys: A Seven-Step Process. San Francisco: Jossey-Bass. Organizational surveys can provide companies with valuable insight into the thoughts, behaviors and feelings of their employees. In their book Designing and Using Organizational Surveys, Allan Church and Janine Waclawski outline a seven-step process for constructing an effective survey: 1) Lay the groundwork. 2) Design and develop the survey. 3) Communicate objectives. 4) Administer (and, if necessary, improve) the survey. 5) Analyze and interpret results. 6) Deliver the findings. 7) Follow through. The authors provide checklists for creating a development plan for each of the seven steps. In addition, Designing and Using Organizational Surveys includes a variety of sample documents that can be adapted for use. These include sample memos, questionnaires, cover letters to department heads and explanations of results. |
| Organizational Diagnosis | Fowler, F. (1995). Improving Survey Questions: Design and Evaluation. Thousand Oaks, CA: Sage Publications. The validity of [social] surveys is dependent on the design of the questions asked. This book shows how to word and format a question, write questions that will evoke the kind of answers for which they were designed, and empirically evaluate survey questions. "Improving Survey Questions" enables researchers and practitioners to write better survey questions and helps users of survey data to evaluate their data more critically. Appendix A: Commonly used Measurement Dimensions |
| Organizational Diagnosis | Guba, E. G., & Lincoln, Y. S. (1994). Competing paradigms in qualitative research. In N. K. Denzin, Y. S. Lincoln (Eds.), Handbook of qualitative research (pp. 105-117). Thousand Oaks, CA: Sage Publications. A paradigm may be viewed as a set of basic beliefs (or metaphysics) that deals with ultimates or 1st principles / it represents a worldview that defines, for its holder, the nature of the "world," the individual's place in it, and the range of possible relationships to that world and its parts. |
| Organizational Diagnosis | Kaplan, R. S., & Norton, D. R. (2005). The Balanced Scorecard: Measures That Drive Performance. (cover story). Harvard Business Review, 83 (7/8), 172-180. Executives know that a company's measurement systems strongly affect employee behaviors. But the traditional financial performance measures that worked for the industrial era are out of sync with the skills organizations are trying to master. Frustrated by these inadequacies, some managers have abandoned financial measures like return on equity and earnings per share. "Make operational improvements, and the numbers will follow," the argument goes. But managers want a balanced presentation of measures that will allow them to view the company from several perspectives at once. In this classic article from 1992, authors Robert Kaplan and David Norton propose an innovative solution. During a yearlong research project with 12 companies at the leading edge of performance management, the authors developed a "balanced scorecard," a new performance measurement system that gives top managers a fast but comprehensive view of their business. The balanced scorecard includes financial measures that tell the results of actions already taken. And it complements those financial measures with three sets of operational measures related to customer satisfaction, internal processes, and the organization's ability to learn and improve--the activities that drive future financial performance. The balanced scorecard helps managers look at their businesses from four essential perspectives and answer some important questions. First, How do customers see us? Second, What must we excel at? Third, Can we continue to improve and create value? And fourth, How do we appear to shareholders? By looking at all of these parameters, managers can determine whether improvements in one area have come at the expense of another. Armed with that knowledge, the authors say, executives can glean a complete picture of where the company stands--and where it's headed. |
| Organizational Diagnosis | Krueger, R. A. (1998). Developing questions for focus groups. Thousand Oaks, CA: Sage Publications. Chapter 4: Categories of Questions Chapter 8: Strategies Used by Experts: Honoring the Stories, Report Writing without Guilt, Post-Session Debriefings, etc. Chapter 11: Written Reports |
| Organizational Diagnosis | Lee, T. W. (1999). Using qualitative methods in organizational research. Thousand Oaks, CA: Sage Publications. Chapter 4: Specific Techniques for Focus Groups, Case Study Research, and Conversational Interviews |
| Organizational Diagnosis | Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Beverly Hills, CA: Sage Publications. Chapter 1: Positivism and the Naturalist Paradigm Chapter 3: Constructed Realities |
| Organizational Diagnosis | Merriam, S. B. (2009). Qualitative Research: A Guide to Design and Implementation. San Francisco: Jossey-Bass. Chapter 5: Conducting Effective Interviews |
| Organizational Diagnosis | Saldaña, J. (2009). The coding manual for qualitative researchers. Thousand Oaks, CA: Sage Publications Ltd. The Coding Manual for Qualitative Researchers provides in one volume, an in-depth guide to each of the multiple approaches available for coding qualitative data. In total, 29 different approaches to coding are covered, ranging in complexity from fundamental to advanced level and covering the full range of types of qualitative data from interview transcripts to field notes. For each approach profiled, Johnny Saldaña discusses the method's origins in the professional literature, a description of the method, recommendations for practical applications, and a clearly illustrated example. Also included in the book is an introduction to how codes and coding initiate qualitative data analysis, their applications with qualitative data analysis software, the writing of supplemental analytic memos, and recommendations for how to best use the manual for particular studies. The Coding Manual for Qualitative Researchers is an invaluable reference for all students, teachers, and practitioners of qualitative inquiry, and a useful textbook for beginning and advanced qualitative research methods courses in such disciplines as education, sociology, communication, anthropology, psychology and health care. Chapter 1: An Introduction to Codes and Coding |
| Organizational Design | Alderfer, C. P. (1980). Consulting to underbounded systems. In Alderfer, C. P. & Cooper, C. L. (Eds.) Advances in Experiential Social Processes, Vol. 2 (pp. 267-294). John Wiley & Sons, ltd. |
| Organizational Design | Donnellon, A., & Margolis, J. D. (1990). Mod IV Product Development Team. Harvard Business School Cases, 1. Focuses sharply on a cross-functional product development team at Honeywell's Building Controls Division. Traces the history of teams at the division, which introduced them as a response to intensifying competition and the need for faster development. Reveals the challenges team members, their managers, and executives face when an organization adopts a collaborative approach to work. With a history of sequential product development and animosity between functional areas, the MOD IV team has the added pressure of having to finish the division's most ambitious project in history under a strategy of faster development. Through three perspectives -- team member, manager, and executive -- the case exposes students to the reality of teamwork. |
| Organizational Design | Edmondson, A. C. (2012). Teamwork on the Fly. Harvard Business Review, 90 (4), 72-80. In a fast-paced and ever-changing business environment, traditional teams aren't always practical. Instead, companies increasingly employ teaming: gathering experts in temporary groups to solve problems they may be encountering for the first and only time. This flexible approach was essential to the completion of the Water Cube, the building that hosted swimming and diving events during the Beijing 2008 Olympic Games, and to the 2010 rescue of 33 Chilean miners. More and more people in nearly every industry now work on teams that vary in duration and have constantly shifting membership. Teaming presents technical and interpersonal challenges: People must get up to speed quickly on new topics and learn to work with others from different functions, divisions, and cultures. Several project management principles-scoping out the challenge, structuring the boundaries, and sorting tasks for execution-help leaders facilitate effective teaming. Leaders can also foster cross-boundary collaboration by emphasizing purpose, building psychological safety, and embracing failure and conflict. Individuals who learn to team well acquire knowledge, skills, and networks. Organizations learn to solve complex, cross-disciplinary problems, build stronger and more unified cultures, deliver a wide variety of products and services, and anticipate and manage unexpected events. Teaming helps companies and individuals execute and learn at the same time. |
| Organizational Design | Galbraith, J., Downey, D. & Kates, A. (2002). Designing Dynamic Organizations: A Hands-On Guide for Leaders at All Levels. New York: Amacom. Chapter 1 discusses the design process and how the people in the organization should participate in the process. The major components in the organizational design such as strategy, structure, processes and lateral capability, reward systems and people practices are discussed. It is noted that these components should be aligned with each other to produce a dynamic and reconfigurable organization. The steps on the redesigning process are also given. Chapter 2 discusses the first phase of the design process which is determining the design framework. This phase is subdivided into translating the strategy into design criteria, clarifying limits and assumptions, and assessing the current state. The chapter further provides an understanding of the organizational strategy, identification of the limits of the design and the tools to help determine what to change. Chapter 3 explores the ideas on how to identify and to design the organizational structure. It cites the ways on how the organization can be structured through function, geography, product, customer and front-back hybrid or product and customer. These concepts are further described within the chapter according to its uses, advantages and disadvantages. The importance of participation of different people in the organization is also highlighted. Chapter 4 discusses the processes and lateral capabilities of an organization. There are five types indicated namely, networks, lateral process, teams, integrative roles and matrix structures. The advantages and disadvantages that go with different types are also presented, including how to develop each. At the end of the chapter, a tool is devised to help evaluate the current networks in an organization, specifically designed for the leadership team. Chapter 5 examines the fourth component of an organization, the reward system. This system comprises of metrics, desired values and behaviors, compensation and reward and recognition. The metrics set the measurements and targets to be accomplished to gauge the desired values and behaviors of the employees. At the end of the chapter, a tool is presented to aid in the design of a reward system. Chapter 6 discusses the importance of people practices or the human resources (HR) systems or policies in an organization. Some of the roles of HR systems in designing dynamic organizations are staffing and selection, performance feedback and learning and development. HR is responsible for hiring qualified and learning-agile employees, providing them with feedback on their performance and creating a learning environment. A staffing process checklist is also provided at the end of the chapter. Chapter 7 focuses on the implementation of the organization design. It stresses the three components of implementation, namely, planning, managing skepticism and assimilating into the organization. The different components in planning, the different situations in resisting change and the ways of assimilation plans are presented. At the end of the chapter, an implementation checklist is also provided. |
| Organizational Design | Katzenbach, J., & Smith, D. (1993). The discipline of teams. Harvard Business Review, 71(2), 111-120. Groups don't become teams because that is what someone calls them. Nor do teamwork values by themselves ensure team performance. So what is a team? How can managers know when the team option makes sense and what they can do to ensure team success? In this article, drawn from their recent book The Wisdom of Teams, McKinsey partners Jon Katzenbach and Douglas Smith answer these questions and outline the discipline that makes a real team. The essence of a team is shared commitment. Without it, groups perform as individuals; with it, they become a powerful unit of collective performance. The best teams invest a tremendous amount of time shaping a purpose that they can own. The best teams also translate their purpose into specific performance goals. And members of successful teams pitch in and become accountable with and to their teammates. The fundamental distinction between teams and other forms of working groups turns on performance. A working group relies on the individual contributions of its members for group performance. But a team strives for something greater than its members could achieve individually. In short, an effective team is always worth more than the sum of its parts. Katzenbach and Smith identify three basic types of teams: teams that recommend things--task forces or project groups; teams that make or do things--manufacturing, operations, or marketing groups; and teams that run things--groups that oversee some significant functional activity. For managers, the key is knowing where in the organization real teams should be encouraged. Team potential exists anywhere hierarchy or organizational boundaries inhibit good performance. |
| Organizational Design | Kindred, N., & Simons, R. L. (2012). Henkel: Building a Winning Culture. Harvard Business School Cases, 1. This case illustrates a CEO-led organizational transformation driven by stretch goals, performance measurement, and accountability. When Kasper Rorsted became CEO of Henkel, a Germany-based producer of personal care, laundry, and adhesives products, in 2008, he was determined to transform a corporate culture of "good enough" into one singularly focused on winning in a competitive marketplace. Historically, Henkel was a comfortable, stable place to work. Many employees never received negative performance feedback. Seeking to overturn a pervasive attitude of complacency, Rorsted implemented a multi-step change initiative aimed at building a "winning culture." First, in November 2008, he announced a set of ambitious financial targets for 2012. As financial turmoil roiled the global economy, he reaffirmed his commitment to these targets, sending a clear signal to Henkel employees and external stakeholders that excuses were no longer acceptable. Rorsted next introduced a new set of five company values-replacing the previous list of 10 values, which few employees could recite by memory-the first of which emphasized a focus on customers. He also instituted a new, simplified performance management system, which rated managers' performance and advancement potential on a four-point scale. The system also included a forced ranking requirement, mandating that a defined percentage of employees (in each business unit and company-wide) be ranked as top, strong, moderate, or low performers. These ratings significantly impacted managers' bonus compensation. In late 2011-the time in which the case takes place-Henkel is well on its way to achieving its 2012 targets. Having shed nearly half its top management team, along with numerous product sites and brands, Henkel appears to be a leaner, more competitive, "winning" organization. |
| Organizational Design | Kotter, J. P. (1995). Leading Change: Why Transformation Efforts Fail. (cover story). Harvard Business Review, 73(2), 59-67. In the past decade, the author has watched more than 100 companies try to remake themselves into better competitors. Their efforts have gone under many banners: total quality management, reengineering, right sizing, restructuring, cultural change, and turnarounds. In almost every case, the goal has been the same: to cope with a new, more challenging market by changing how business is conducted. A few of those efforts have been very successful. A few have been utter failures. Most fall somewhere in between, with a distinct tilt toward the lower end of the scale. The lessons that can be learned will be relevant to more and more organizations as the business environment becomes increasingly competitive in the coming decade. One lesson is that change involves numerous phases that, together, usually take a long time. Skipping steps creates only an illusion of speed and never produces a satisfying result. A second lesson is that critical mistakes in any of the phases can have a devastating impact, slowing momentum and negating previous gains. Kotter's lessons are instructive, for even the most capable managers often make at least one big error. |
| Appreciative Inquiry | Barrett, F., & Cooperrider, D. L. (2002). Generative metaphor intervention: A new approach for working with systems divided by conflict and caught in defensive perception. In R. Fry, F. Barrett, J. Seiling, D. Whitney (Eds.), Appreciative inquiry and organizational transformation: Reports from the field (pp. 121-145). Westport, CT, US: Quorum Books/Greenwood Publishing Group. This chapter is an edited version of F. Barrett and D. L. Cooperrider (see record 1992-25451-001). The authors propose 2 remedies to foster dialog among competing members of an organization whose impressions and judgments of one another have been well ingrained. The first is working at a tacit, indirect level of awareness through constructing a generative metaphor that deliberately fosters formation of new impressions and judgments allows new meanings to be given birth. The second is building an appreciative context rather than a problem-solving context helps generate the positive affect required for building social solidarity and a renewed capacity to collectively imagine a new future.The authors explore the dynamics leading to an experience of "stuckness." They introduce the concept of generative metaphor. A case study illustrates the use of generative metaphor, and the authors conclude with a set of propositions about how appreciative inquiry into a related domain or generative metaphor can assist a group in ways that more conventional problem-solving methods could not. |
| Appreciative Inquiry | Bushe, G. R., & Coetzer, G. (1995). Appreciative Inquiry as a Team Development Intervention: A Controlled Experiment. Journal Of Applied Behavioral Science, 31(1), 13-30. doi:10.1177/0021886395311004 Compared the effects of a team-development intervention based on the theory of appreciative inquiry with (1) task-oriented team development (TOTD) and (2) lectures on group processes, outcomes, and task performance (TP). 96 undergraduates participated in 4-person teams and had 13 wks to complete a task. One third of the teams received an appreciative inquiry intervention, another third received a TOTD intervention, and the final third received a lecture on group dynamics (placebo). Pre- and post-surveys assessed group process and outcomes; project grades assessed TP. ANOVAs and analyses of covariance on each of the process and outcome measures determined that receiving appreciative inquiry or TOTD scored significantly higher than those receiving the placebo on almost all measures, including TP. Teams receiving TOTD scored significantly higher on TP than did those receiving appreciative inquiry. |
| Participatory Action Research | Chavez, A. et al. (2008). The Dance of Race and Privilege in CBRP. In Minkler, M., & Wallerstein, N., Community-based participatory research for health: from process to outcomes (2nd ed.). San Francisco, CA: Jossey-Bass. This text offers a comprehensive resource on the theory and application of community based participatory research for health. The authors provide information on a variety of topics including planning and conducting research, working with communities, promoting social change, and core research methods. This book also contains an appendix of tools, guides, checklists, and sample protocols. |
| Appreciative Inquiry | Cooperrider, D. L. (1990). Positive image, positive action: The affirmative basis of organizing. In Appreciative management and leadership: The power of positive thought and action in organizations (pp. 91-125). San Francisco, CA, US: Jossey-Bass. |
| Appreciative Inquiry | Cooperrider, D. L., & Whitney, D. K. (2005). A positive Revolution in Change: Appreciative Inquiry. San Francisco, CA: Berrett-Koehler. |
| Participatory Action Research | Cornwall, A. (2008). Unpacking Participation: models, meanings and practices. Community Development Journal (2008) 43(3): 269-283. doi: 10.1093/cdj/bsn010 |
| Participatory Action Research | Cornwall, A., & Jewkes, R. (1995). What is participatory research?. Social Science & Medicine (1982), 41(12), 1667-1676. |
| Participatory Action Research | Cramb, R. & Purcell, T. (2001). How to monitor and evaluate Impact of Participatory Research Projects: A Case Study of the Forages for Smallholders Project. CIAT Working Document No. 185. Cali, Colombia. |
| Appreciative Inquiry | Davis, S. (2013). Appreciative Coaching - A comparative case study of two appreciative coaching relationships. Retrieved from http://www.centerforappreciativeinquiry.net/wp-content/uploads/2013/08/Appreciative-Inquiry-Coaching-Practicum_Stephen-Davis-.pdf |
| Appreciative Inquiry | Elliott, C. (1999). Locating the energy for change: an introduction to appreciative inquiry. Winnipeg: International Institute for Sustainable Development. |
| Organizational Learning | Illeris, K. (2009). Contemporary theories of learning: learning theorists -- in their own words. London: Routledge. |
| Decision Making | Kaner, S., Lind, L., Toldi, C., Fisk, S., & Berger, D. (2007). Facilitator's guide to participatory decision-making (2nd ed.). San Francisco, CA, US: Jossey-Bass. The benefits of group decision-making have been widely publicized. When it's done well, group decision-making remains the best hope for solving difficult problems. There is no substitute for the wisdom that results from a successful integration of divergent points of view. Successful group decision-making requires a group to take advantage of the full range of experience and skills that reside in its membership. This means encouraging people to speak up. It means inviting difference not fearing it. It means struggling to understand one another especially in the face of pressures and contradictions that typically drive group members to shut down. In short, it means operating from participatory values. This volume, Facilitator's Guide to Participatory Decision-Making (2nd Ed.), is an excellent resource for people who are in business and management. The book is divided into four sections. The first section, grounding principles, covers the dynamics of group decision making, participatory values, and the role of the facilitator. The other three sections provide detailed information on facilitator fundamentals; building sustainable agreements; and finally, reaching closure. |
| Participatory Action Research | Krishnaswamy, A. (2003). Participatory Research: Strategies and Tools. Retrieved from http://www.cnr.berkeley.edu/community_forestry/Workshops/powerpoints/tools%20and%20strategies%20of%20PR.pdf |
| Participatory Action Research | O'Brien, R. (1998). An Overview of the Methodological Approach of Action Research. Retrieved from http://www.web.net/~robrien/papers/arfinal.html. |
| Participatory Action Research | Principles of community engagement (2nd ed.). (2011). Washington, D.C.: Dept. of Health & Human Services, National Institutes of Health, Centers for Disease Control and Prevention, Agency for Toxic Substances and Disease Registry, Clinical and Translational Science Awards. |
| Organizational Learning | Senge, P. M. (1990). The fifth discipline: the art and practice of the learning organization. New York: Doubleday/Currency. Chapters 1-3 |
| Organizational Learning | Smith, M. K. (2001). Chris Argyris: theories of action, double-loop learning and organizational learning. Retrieved from http://infed.org/mobi/chris-argyris-theories-of-action-double-loop-learning-and-organizational-learning/ |
| Participatory Action Research | Stoecker, R. (1997). Are Academics Irrelevant? Roles for Scholars in Participatory Research. Retrieved from http://comm-org.wisc.edu/papers98/pr.htm |
| Participatory Action Research | Sullivan, M., Bhuyan, R., Senturia, K., Shiu-Thornton, S. & Ciske, S. (2005). Participatory Action Research in Practice- A Case Study in Addressing Domestic Violence in Nine Cultural Communities. In Journal of Interpersonal Violence, Vol. 20 No. 8, August 2005 977-995. DOI: 10.1177/0886260505277680 |
| Appreciative Inquiry | Thomas, E. (2006). Appreciative Inquiry: A Positive Approach to Change. Retrieved from http://www.ipspr.sc.edu/ejournal/ejournal0611/appreciative%20inquiry.pdf |
| Organizational Diagnosis | Alderfer, C. P. (1980). The methodology of organizational diagnosis. Professional Psychology, 11(3), 459-468. doi:10.1037/0735-7028.11.3.459 Argues that the purpose of organizational diagnosis is to establish the widely shared understanding of a system and, based on that understanding, to determine whether change is desirable. By stating and then maintaining that the initial work in the client system is diagnosis, consultants provide clients with bases against which they can be held accountable. Organizational diagnosis is considered as a recursive process, and the topics considered include entry, data collection, and feedback. The methods described are self-correcting and can be used by thoroughly and appropriately trained consultants. |
| Organizational Diagnosis | Alderfer, C. P. (1987). An intergroup perspective on group dynamics. In Lorsch, J. W. Handbook of organizational behavior. Englewood Cliffs, NJ: Prentice-Hall. |
| Organizational Diagnosis | Freedman, A. M., & Perry, J. A. (2010). Executive consulting under pressure: A case study. Consulting Psychology Journal: Practice And Research, 62(3), 189-202. doi:10.1037/a0021247 This consulting psychology case study describes how an initially nonvoluntary consulting engagement with an executive client in a highly complex nuclear industry organization evolved from suspicion to trust, enabling the client to achieve work-related goals. Methods used by the consultant, and reactions to those efforts by the client, are presented and discussed. The intervention evolved from executive coaching to team development opportunities, intergroup conflict management assignments, behavioral skills training, special fact-finding assignments, and, ultimately, to a long-term, system-wide organization development and change. The paper presents the case from the perspectives of both the consultant (the senior author) and the initial client (the junior author). Factors that seemed to contribute to the success of the coaching process are also described. |
| Organizational Diagnosis | Kahn, W. A. (2012). The functions of dysfunction: Implications for organizational diagnosis and change. Consulting Psychology Journal: Practice And Research, 64(3), 225-241. doi:10.1037/a0030009 Organizations are often marked by dysfunctional patterns of group and intergroup behavior that make little sense, given organizational purposes. Such patterns stubbornly resist change by leaders and consultants. They remain in place, often enough, because they serve irrational functions for system members of which they are often unaware. Such irrational functions involve defending system members from the conscious experience of painful affect and anxiety that gets triggered by their tasks and environments. In this article I offer a theory of intervention and a diagnostic methodology for analyzing and altering irrational patterns of intergroup conflict. Using a case study of a consultation in a residential treatment center, I show how consultants can intervene in organizations whose members have created and maintained patterns of behavior that undermine rational organizational purposes. |
| Organizational Diagnosis | Lyth, I. (1990). Social systems as a defense against anxiety: An empirical study of the nursing service of a general hospital. In E. Trist, H. Murray, B. Trist (Eds.) , The social engagement of social science: A Tavistock anthology, Vol. I: The socio-psychological perspective (pp. 439-462). Baltimore, MD, US: University of Pennsylvania Press. |
| Organizational Diagnosis | Main, T. (1975). Some Psychodynamics of Large Groups. In Kreeger, The Large Group: Dynamics and Therapy (pp. 57-86). Oxford, England: Peacock. |
| Organizational Change | Price, A. F., & Chahal, K. K. (2006). A strategic framework for change management. Construction Management & Economics, 24 (3), 237-251. doi:10.1080/01446190500227011 Many organizations have undergone substantial change over recent years and the importance of organizational culture to organizational analysis and change management has been increasingly recognized. However, the implementation of change is a complex process that is not always successful due to a variety of reasons. Failure in most change processes can be traced back to poor communications and underestimation of the amount of retraining required. The main aim of this research is to identify the key steps that could improve the management of change. Literature relating to organizational culture, the need for change, types of change and resistance to change was used to develop a theoretical basis for the research. Organizational change management case studies and exploratory interviews were used to document experiences of organizational change and develop a strategic framework for change management. Validation was through acceptance and adoption of the developed process within a construction-based organization. The research has demonstrated how well-planned change helps to ensure that change is successfully implemented. Critical to successful change is not only the development of more efficient and effective processes but alignment of organizational culture to support these new processes |
| Leadership | Bennis, W. G. (2009). On becoming a leader (20th anniversary ed.). New York: Basic Books. Bennis believes that there is no exact science of leadership. Leaders vary in background, education, and experience. However, he identifies certain characteristics as essential for success. According to Bennis, leaders should know what they want and should be able to communicate what they want to others in order to gain their support. Leaders should also understand their own strengths and weaknesses and use them to achieve their goals. Bennis explains the phenomenon of leadership by defining its distinctive qualities - especially those that set a leader apart from a boss or manager, by highlighting the experiences that were vital to the development of leaders, by identifying the turning points, and by examining the role of failure. |
| Leadership | Campbell, A., Whitehead, J., & Finkelstein, S. (2009). Think Again: Why Good Leaders Make Bad Decisions and How to Keep It From Happening to You. Harvard Business School Press Books, 1. Why do smart and experienced leaders make flawed, even catastrophic, decisions? Why do people keep believing they have made the right choice, even with the disastrous result staring them in the face? And how can you be sure you're making the right decision--without the benefit of hindsight? Sydney Finkelstein, Jo Whitehead, and Andrew Campbell show how the usually beneficial processes of the human mind can become traps when we face big decisions. The authors show how the shortcuts our brains have learned to take over millennia of evolution can derail our decision making. Think Again offers a powerful model for making better decisions, describing the key red flags to watch for and detailing the decision-making safeguards we need. Using examples from business, politics, and history, Think Again deconstructs bad decisions, as they unfolded in real time, to show how you can avoid the same fate. |
| Leadership | Champy, J., & Nohria, N. (2000). The Arc of Ambition: Defining the Leadership Journey (pp. 1-22). Cambridge, Mass.: Perseus Books. Champy and Nohria label ambition as "the root of all achievement." They stack the historical results of human ambition on a theoretical scale and calculate that the good results outweigh the bad. "The principles of this book come not from conventional psychology (clinical or theoretical) but from life experiences. They are derived from our own long observation of ambitious people, both past and present, in all walks of life," the authors unabashedly declare on the opening page of Chapter One. The main result of those observations is an arc of ambition, a roadmap that Champy and Nohria believe represents the typical, and predictable, career paths of ambitious people. This arc is divided into three unsurprising segments: the rise of ambition, during which the dream is discovered and pursued; the apex of ambition, during which the ambitious seek to build something larger than themselves; and finally, the decline, during which the ambitious discover the fleeting nature of success. Click here for full summary. |
| Leadership | Eakin, P. J. (2008). Living autobiographically: how we create identity in narrative. Ithaca, N.Y.: Cornell University Press. |
| Leadership | Elkins, A. C., & Derrick, D. C. (2013). The sound of trust: Voice as a measurement of trust during interactions with Embodied Conversational Agents. Group Decision And Negotiation, 22(5), 897-913. doi:10.1007/s10726-012-9339-x Trust is a critical component in effective collaboration, decision-making and negotiation. The goal of effective team leaders should be to send signals and messages that increase trust. We attempt to determine if signals can vary perceptions of trustworthiness and if nonverbal behaviors, such as the voice, contain indicators of trust. In order to investigate the relationship between trust and vocal dynamics, this article presents a study that explores how the voice, measured unobtrusively, reflects a person's current level of perceived trust. We used an Embodied Conversational Agent (ECA) to maximize consistency and control in questioning, timing, and interviewer nonverbal behavior, thus eliminating potential confounds that may be introduced due to interaction adaptation. Participants (N = 88) completed a face-to-face interview with the ECA and reported their perceptions of the ECA's trustworthiness. The results of the study revealed that vocal pitch was inversely related to perceived trust, but temporally variant; vocal pitch early in the interview reflected trust. The ECA was perceived as more trustworthy when smiling. While the results of this research suggest a relationship between vocal pitch and perceived levels of trust, more work needs to be done to clarify the causal relationship. Similarly, additional study needs to be done in order to integrate additional behavioral measurements that account for variation across diverse situations, people, and cultures. |
| Leadership | George, B., & Sims, P. (2007). True north: Discover Your Authentic Leadership. San Francisco, CA, US: Jossey-Bass. True North shows how anyone who follows their internal compass can become an authentic leader. This leadership tour de force is based on research and first-person interviews with 125 of today's top leaders--with some surprising results. In this important book, acclaimed former Medtronic CEO Bill George shares the wisdom of these outstanding leaders and describes how you can develop as an authentic leader. True North presents a concrete and comprehensive program for leadership success and shows how to create your own Personal Leadership Development Plan centered on five key areas: Knowing your authentic self; Defining your values and leadership principles; Understanding your motivations; Building your support team, and; Staying grounded by integrating all aspects of your life. True North offers an opportunity for anyone to transform their leadership path and become the authentic leader they were born to be. |
| Leadership | Harvey, M., & Barbour, J. D. (2009). Global leadership: portraits of the past, vision for the future. College Park, Md.: The James Macgregor Burns Academy of Leadership, University of Maryland. |
| Leadership | Heffernan, M. (2011). Willful blindness: Why we ignore the obvious at our peril. New York, NY, US: Walker & Company/Bloomsbury Publishing. How could the Catholic Church not see its abusing priests? How could economists miss the housing bubble? Why do spouses think their adultery won't hurt anyone? How could mortgagees take on so much debt? The answer to all these questions is the same: willful blindness. The biggest threats and dangers we face aren't secret or hidden. They're the ones we choose to overlook. Margaret Heffernan examines the phenomenon of willful blindness, tracing its imprint in our social lives, love lives, and working lives. What is it that makes us prefer ignorance? Why, after every major accident and blunder, do we look back and say, How could we have been so blind? Why do some people see more than others? And how can we change? Drawing on studies by psychologists and neuroscientists, and interviews with business leaders, whistleblowers, and white collar criminals, Heffernan explores the mechanisms that render individuals and groups blind to personal tragedies, corporate collapses, engineering failures - even crimes against humanity. Human beings turn a blind eye in order to feel safe, avoid conflict, reduce anxiety, and protect prestige. Financial concerns, oppressive workloads, and information overload also make it hard to see (or to admit to ourselves or our colleagues) the issues and problems in plain sight. By understanding the many psychological, social, and organizational reasons we are blind, we may begin to take practical steps to see more clearly. We can challenge our biases, encourage debate, discourage conformity, and not back away from difficult or complicated problems. Only when we confront facts and fears can we achieve real power and unleash our capacity for change. Chapter 1: Affinity and Beyond |
| Leadership | Mandela, N. (2014). Long Walk to Freedom. McLean, VA: The Trinity Forum. Nelson Mandela is one of the great moral and political leaders of our time: an international hero whose lifelong dedication to the fight against racial oppression in South Africa won him the Nobel Peace Prize and the presidency of his country. Since his triumphant release in 1990 from more than a quarter-century of imprisonment, Mandela has been at the center of the most compelling and inspiring political drama in the world. As president of the African National Congress and head of South Africa's antiapartheid movement, he was instrumental in moving the nation toward multiracial government and majority rule. He is revered everywhere as a vital force in the fight for human rights and racial equality. |
| Leadership | Manning, R. & Stroud, S. R. (2008). A practical guide to ethics. Living and leading with integrity. Boulder, CO: Westview Press Chapter 3: Moral Perspectives I: Consequences, Respect, Character Chapter 4: Moral Perspectives II: Care, Faireness, Professional Codes Chapter 5: Ethics around the World |
| Leadership | Ricard, M. (2011). The Art of Happiness: A Guide to Developing Life's Most Important Skill. New York: Atlantic Books Ltd. |
| Leadership | Shamir, B., & Eilam, G. (2005). 'What's your story?' A life-stories approach to authentic leadership development. The Leadership Quarterly, 16 (3), 395-417. doi:10.1016/j.leaqua.2005.03.005 In this paper, we first develop the concepts of authentic leaders, authentic leadership, and authentic leader development. We suggest a definition of authentic leaders, which is based on the leader's self-concept: his or her self-knowledge, self-concept clarity, self-concordance, and person-role merger, and on the extent to which the leader's self-concept is expressed in his or her behavior. Following, we offer a life-story approach to the development of authentic leaders. We argue that authentic leadership rests heavily on the self-relevant meanings the leader attaches to his or her life experiences, and these meanings are captured in the leader's life-story. We suggest that self-knowledge, self-concept clarity, and person-role merger are derived from the life-story. Therefore, the construction of a life-story is a major element in the development of authentic leaders. We further argue that the life-story provides followers with a major source of information on which to base their judgments about the leader's authenticity. We conclude by drawing some practical implications from this approach and presenting suggestions for further research. |
| Leadership | Thomas, R. J. (2008). Crucibles of Leadership: How to Learn from Experience to Become a Great Leader. Harvard Business School Press Books, 1. Experience may be a leader's best teacher--but there's a hitch. Two people can have identical experiences, but one blossoms while the other is depleted. The same can be said for any pair of fired CEOs, unsuccessful political candidates, or rookie supervisors. In "Crucibles of Leadership," Robert J. Thomas concludes that what matters most is what one makes of experience, particularly the traumatic and often unplanned crucible events that challenge one's identity as a leader. What distinguishes leaders who grow through a crucible experience? Their approach to learning. Like accomplished athletes or artists, they practice as strenuously as they perform. And because the line between performance and practice is often hard to discern, they learn how to practice while they perform. But theirs is no ordinary practice. It's a regimen tailored to individual aspirations, motivations, and learning styles--a Personal Learning Strategy. Building on insightful and moving stories told by accomplished leaders, Thomas offers probing self-assessments and innovative tools designed to help you develop your own Personal Learning Strategy. Provocative and original, with examples drawn from business and politics as well as from the inner workings of the Mormon Church and the Hell's Angels, Thomas's book will revolutionize the way you think about leadership and learning. |
| Leadership | Tichy, N. M., & Bennis, W. G. (2007). Making Judgment Calls: The Ultimate Act of Leadership. Harvard Business Review, 85(10), 94-102. doi:10.1037/e671882007-004 A leader's most important role in any organization is making good judgments--well-informed, wise decisions that produce the desired outcomes. This article discusses formal surveys and interviews on judgment. |
| Consulting | Argyris, C. (2006). Effective Intervention Activity. In J. V. Gallos (Ed.), Organization development: A Jossey-Bass reader (pp. 158-184). San Francisco, CA, US: Jossey-Bass. An interventionist who is able to accept his own and his clients' behavior even under conditions of stress will tend to find it easier to create relationships with the client that can produce effectiveness in intervention behavior. These behaviors include owning up to, being open toward, and experimenting with ideas and feelings. The interventionist strives to communicate and to help others communicate ideas and feelings by using observed categories and by minimizing attributions, evaluations, and contradictory comments. |
| Consulting | Argyris, C. (2006). Teaching Smart People How to Learn. In J. V. Gallos (Ed.), Organization development: A Jossey-Bass reader (pp. 267-285). San Francisco, CA, US: Jossey-Bass. Any company that aspires to succeed in the tougher business environment of the 1990s must first resolve a basic dilemma: success in the marketplace increasingly depends on learning, yet most people don't know how to learn. Most companies not only have tremendous difficulty addressing this learning dilemma; they aren't even aware that it exists. The reason: they misunderstand what learning is and how to bring it about. As a result, they tend to make mistakes in their efforts to become a learning organization. |
| Consulting | Austin, J. R., & Bartunek, J. M. (2006). Theories and Practices of Organizational Development. In J. V. Gallos (Ed.), Organization development: A Jossey-Bass reader (pp. 89-128). San Francisco, CA, US: Jossey-Bass. The authors focus on the kinds of emphases that characterize practitioner and academic knowledge regarding organizational development and do this using both academic and practitioner literatures. In so doing, we hope to break down some of the barriers that typically exist between organizational development practice and scholarship. The authors divide the chapter into several sections. First they briefly compare contemporary and earlier organizational development emphases. Organizational development is an evolving field, and its emphases today are not the same as its initial emphases (Mirvis, 1990). The state of the field at the present time has implications for the types of knowledge needed by practitioners and academics. Second, they authors use a distinction introduced by Bennis (1966) and modified by Porras and Robertson (1992) to distinguish different types of conceptual emphases between practice and academic scholarship on change. Third, on the basis of this distinction the authors situate organizational development within larger literatures on organizational change. Although in its early days organizational development was often seen to represent the majority of approaches to "planned change" in organizations, it is now recognized as one of many approaches to planned change. The authors situate it within various "motors" of change as these were described by Van de Ven and Poole (1995). Fourth, they describe some contemporary organizational development interventions and the motors in practice that the authors see as important in them. Finally, the authors describe barriers to enhanced links between academics and practitioners and then suggest some strategies that may be used to reduce these barriers. |
| Consulting | Block, P. (2011). Flawless consulting: a guide to getting your expertise used (3rd ed.). San Francisco: Pfeiffer. |
| Consulting | Bunker, B., & Alban, B. (2006). Large Group Interventions and Dynamics. In J. V. Gallos (Ed.), Organization development: A Jossey-Bass reader (pp. 309-321). San Francisco, CA, US: Jossey-Bass. This chapter begins with a brief history to set the context for discussion of the unique dynamics in large group interventions. Large group interventions emerged at the confluence of three intellectual traditions: social psychology, psychoanalytic theory, and systems theory as applied to organizations. |
| Consulting | Fuqua, D. R., & Kurpius, D. J. (1993). Conceptual models in organizational consultation. Journal Of Counseling & Development, 71(6), 607-618. doi:10.1002/j.1556-6676.1993.tb02250.x Provides an overview of 8 conceptual models that are seen as extremely useful in helping organizations. They are systems theory, data-based, force field analysis, strategic planning, high performance programming, organizational culture, organizational change cycles, and paradigm shifts. Seven principles for applying these models are given, and the integration of these models is addressed. |
| Consulting | Gallos, J. V. (2006). Reframing Complexity: A Four-Dimensional Approach to Organizational Diagnosis, Development, and Change. In J. V. Gallos (Ed.), Organization development: A Jossey-Bass reader (pp. 344-362). San Francisco, CA, US: Jossey-Bass. This chapter begins with a promise to assist individuals committed to organizational improvement. It builds on the work of Bolman and Deal (2003) in laying out a four-frame model to harness the plurality in the organizational theory base to strengthen planned change efforts. It illustrates the possibilities and content of each frame; outlines key issues, inherent tensions, and areas of focus; proposes a four-dimensional approach to organizational diagnosis; highlights the power and benefits of reframing; and suggests frame-related strategies for intervention and change. The chapter ends with advocacy for an expanded appreciation for OD as a field that embraces complexity and paradox, fosters both individual and organization development, and brings a full range of understandings about the interplay among organizational structure, people, politics, and symbols to its work. OD and its respect for the human side of organizing are needed more than ever. The field fulfills its mission and legacy best when its methods are underpinned by multi-framed ways to understand and work with different layers of organizational reality; its change agents can assist organizations in identifying and expanding their current lenses; and its processes model the power of flexible thinking and the willingness to ask "What else might really be happening here?" |
| Consulting | Keister, A., & Paranjpey, N. (2012). Self as instrument: Dual consulting identities the evaluator and the designer. Organization Development Journal, 30 (2), 85-97. The role of the Organization Development consultant is a supportive role, helping clients determine the source of their issue and to design solutions for change that offer sustainable results. OD consultants can use self as an instrument to achieve this. An effective use of self requires not only self awareness but also the ability to interpret clearly what is going on and take action appropriate to the situation. In this paper we propose that the two distinct ways to utilize self (identities of self) are: as an evaluator and a designer. This experience based paper aims to explore the role of self as an instrument in Organization Development consulting. The paper is divided in three parts. The first part of the paper addresses the evolution of self, answers the question “what is self?†through relevant literature. The second part of the paper will focus on understanding the dual identities from a philosophical and experiential standpoint. The experiential view of the identities is developed from interviews with tenured OD consultants and specifically who have used self as instrument in their consulting; David Jamieson and Edith Seashore. Finally, we offer a framework for OD consultants on how they can intentionally use self as an instrument via the designer and evaluator consultant identities to strengthen their practice. |
| Consulting | Kotter, J. P. (2006). Leading Change: Why Transformation Efforts Fail. In J. V. Gallos (Ed.), Organization development: A Jossey-Bass reader (pp. 239-251). San Francisco, CA, US: Jossey-Bass. Over the past decade, the author has watched more than 100 companies try to remake themselves into significantly better competitors. These efforts have gone under many banners: total quality management, reengineering, right sizing, restructuring, cultural change, and turnaround. But, in almost every case, the basic goal has been the same: to make fundamental changes in how business is conducted in order to help cope with a new, more challenging market environment. A few of these corporate change efforts have been very successful. A few have been utter failures. Most fall somewhere in between, with a distinct tilt toward the lower end of the scale. The lessons that can be drawn are interesting and will probably be relevant to even more organizations in the increasingly competitive business environment of the coming decade. The most general lesson to be learned from the more successful cases is that the change process goes through a series of phases that, in total, usually require a considerable length of time. Skipping steps creates only the illusion of speed and never produces a satisfying result. A second very general lesson is that critical mistakes in any of the phases can have a devastating impact, slowing momentum and negating hard-won gains. Perhaps because we have relatively little experience in renewing organizations, even very capable people often make at least one big error. |
| Consulting | Lipton, M. (1995). When clients make you crazy. Journal Of Management Consulting, 8(4), 26. Discusses the psychological aspects of how a management consultant deals with clients. Paradox of the collaborative relationship; Three components of collaboration; The working partnership; The hidden relationship; Transference and countertransference; The open relationship; Achieving collaboration. |
| Consulting | Lipton, M. (1996). When clients resist change. Journal Of Management Consulting, 9 (2), 16. Focuses on resistance to change by clients of management consultants. Reasons and motives for resistance to change; Identification of client resistance; Suggestions for managing resistance. |
| Consulting | Merron, K. (2006). Masterful Consulting. In J. V. Gallos (Ed.), Organization development: A Jossey-Bass reader (pp. 365-384). San Francisco, CA: Jossey-Bass. The primary goals of many consultants employing the typical rules of consulting are to add value and to make a lot of money. The consultant typically offers help in the form of expert advice or an expert process. In a competitive bidding situation, often the consultant must also convince the client that this expertise cannot be found elsewhere and not only is it well worth it, but the client also is at risk of failing without it. In most cases, clients are inclined to believe this is so. In addition, the consultant will often leverage the talents of others to expedite the consulting process for the client. These goals, to add value and to make money, get translated into strategies, which in turn directly affect the actions and outcomes of the client engagement. |
| Consulting | Schein, E. H. (1978). The Role of the Consultant: Content Expert or Process Facilitator? Personnel & Guidance Journal, 56(6), 339. Explores the role of the consultant in a mental health consultation process. Distinction between the roles of being a content expert and a process facilitator; Overview of three models of consultation and their underlying assumptions; Comparison between task process and interpersonal process; Strategies for facilitative intervention. |
| Consulting | Schein, E. H. (2006). Facilitative Process Interventions: Task Processes in Groups. In J. V. Gallos (Ed.), Organization development: A Jossey-Bass reader (pp. 286-308). San Francisco, CA, US: Jossey-Bass. This chapter will develop the concept of facilitative process intervention. In its broadest sense, "process" refers to how things are done rather than what is done. If I am crossing the street, that is what I am doing; the process is how I am crossing-am I walking, running, dodging cars, or asking someone to help me across because I feel dizzy? If I am talking to another person, that is what I am doing, but I may be looking at her, looking at the ground, jumbling or raising my voice, gesturing or standing very still, all of which is how I am doing the talking. But because process is everywhere and involves everything we do, how do we become aware of "it" and the consequences of different kinds of processes that we may be using unconsciously? How does a consultant/helper know what to focus on when trying to intervene to improve a situation and to stimulate learning in the client? |
| Consulting | Schein, E. H. (2006). So How Can You Assess Your Corporate Culture?. In J. V. Gallos (Ed.), Organization development: A Jossey-Bass reader (pp. 614-633). San Francisco, CA, US: Jossey-Bass. This chapter discusses many ideas on how to assess the corporate culture; for example: 1) Culture can be assessed by means of individual and group interview processes, with group interviews being by far the better method both in terms of validity and efficiency; 2) Culture cannot be assessed by means of surveys or questionnaires because one does not know what to ask and cannot judge the reliability and validity of the responses; 3) A culture assessment is of little value unless it is tied to some organizational problem or issue; 4) The assessment process should first identify cultural assumptions and then assess them in terms of whether they are strengths or constraints on what the organization is trying to do; 5) In any cultural assessment process, one should be sensitive to the presence of subcultures and prepared to do separate assessments of them to determine their relevance to what the organization is trying to do; and 6) Culture can be described and assessed at the levels of artifacts, espoused values, and shared tacit assumptions. |
| Consulting | Schwarz, R. M. (2002). The skilled facilitator a comprehensive resource for consultants, facilitators, managers, trainers, and coaches (2nd ed.). San Francisco: Jossey-Bass. |
| Consulting | Senge, P. M. (2006). The Leader's New Work: Building Learning Organizations. In J. V. Gallos (Ed.), Organization development: A Jossey-Bass reader (pp. 765-792). San Francisco, CA, US: Jossey-Bass. Learning organizations represent a potentially significant revolution of organizational culture. So it should come as no surprise that such organizations will remain a distant vision until the leadership capabilities they demand are developed. "The 1990s maybe the period," suggest Sashkin and Burke, "during which organization development and [a new sort of] management development are reconnected." The author believes that this new sort of management development will focus on the roles, skills, and tools for leadership in learning organizations. Undoubtedly, the ideas offered above are only a rough approximation of this new territory. |
| Consulting | Thomas, M. A. (2003). High-performance consulting skills: The internal consultant's guide to value added performance. London: Thorogood. This book focuses on internal consultancy and the roles of internal consultants in managing their clients and business projects. It includes several checklists and templates consultants and firms may use. Chapter 1: From managing change to managing surprise? Chapter 2: The art of client management Chapter 3: Marketing internal consultancy Chapter 4: Managing initial client meetings Chapter 5: Understanding and defining the client’s problem Chapter 6: Managing change Chapter 7: Presenting client feedback Chapter 8: Implementing, reviewing and exiting projects Chapter 9: The internal consultant's toolkit |