Organisational Development and Change (BKULHMA70A)
Summary
Organisational Development & Change Full Summary
60 views 1 purchase
Course
Organisational Development and Change (BKULHMA70A)
Institution
Katholieke Universiteit Leuven (KU Leuven)
This is a personal summary from the course 'Organisational Development & Change' given by Prof. Styn Grieten. It encompasses all theories and topics seen during the classes and powerpoints.
2 Types of Change ...................................................................................................................................... 8
Examples of Organizational ‘Change’ .............................................................................................................. 8
2.1 THREE TYPES OF CHANGE / LEARNING - Viewpoint of Boonstra ............................................................. 9
Approach 1. ‘Planned change approach’......................................................................................................... 9
Approach 2. ‘Organization development approach’ ..................................................................................... 10
Approach 3. ‘Continuous learning and cocreating approach’ ....................................................................... 10
Overview of the 3 approaches: ..................................................................................................................... 10
5 Change theories & a relational perspective ................................................................................................ 11
1 5 Change Theories ................................................................................................................................. 11
1.1 UnFreeze-change-freeze Model (Lewin, 1958) ...................................................................................... 11
Step 1: Unfreeze ............................................................................................................................................ 12
Step 2: Change .............................................................................................................................................. 12
Step 3: Refreeze ............................................................................................................................................ 12
1.2 Eight steps to transformation (Kotter, 1996) ........................................................................................ 13
Sense of urgency ........................................................................................................................................... 13
Critical comments on ‘sense of urgency’ ...................................................................................................... 13
1.3 Change triangle & pathways to innovation (Bouwen & Fry, 1988 & 1991)........................................... 14
A. Change triangle ................................................................................................................................. 14
B. 4 pathways to innovation ...................................................................................................................... 15
1.4 Theory E & O (Beer & Nohria, 2000) ...................................................................................................... 16
1.5 Theories of positive change (Cooperrider & Fry, 2012) ......................................................................... 17
Urgency is a TRAP! ........................................................................................................................................ 17
Managing the Possibilities! ........................................................................................................................... 17
Challenges for Learning and change ............................................................................................................. 18
“Breaking the code of change”-conference .................................................................................................. 18
2 Instrumental VS. Relational Perspective ................................................................................................ 19
2.1 Instrumental Perspective ‘I and the organization’ ............................................................................... 19
2.2 Relational Perspective ‘I am the organization’ ................................................................................... 19
Language is Performative .............................................................................................................................. 20
Paradox of Leading Change - Fry ................................................................................................................... 21
Organisation Culture & Introduction Case Study ........................................................................................... 22
1 Organisation Culture & Occupational Cultures....................................................................................... 22
“The last thing a fish would notice is the water” – Linton ............................................................................ 22
1
,MBA ’23-’24 Prof. S. Grieten
1.1 The onion model (Schein) ...................................................................................................................... 22
1.1.1 Level of underlying assumptions: tacit, the core of a culture ....................................................... 23
1.1.2 Level of shared espoused values ................................................................................................... 23
1.1.3 Level of artifacts and overt daily behaviour in a certain situation ................................................ 23
1.2 National culture dimensions (Hofstede) ................................................................................................ 24
1.3 Competing values (Quinn) ..................................................................................................................... 24
Changing Values Overtime - Quinn ............................................................................................................... 25
1.4 Occupational (sub)cultures (Schein) ...................................................................................................... 25
1.4.1 Operator culture............................................................................................................................ 26
1.4.2 Engineering culture ....................................................................................................................... 26
1.4.3 Executive culture ........................................................................................................................... 27
2 Introduction Case Study ........................................................................................................................ 28
Recap: relational practice.............................................................................................................................. 28
2.1 Two change cases compared (Care VS Consult) .................................................................................... 29
Team learning & Psychological Safety ........................................................................................................... 30
1 What is a Team? .................................................................................................................................... 30
1.1 Advantage of Teamwork ....................................................................................................................... 30
Synergy .......................................................................................................................................................... 30
1.2 Teaming – Edmondson .......................................................................................................................... 31
1.3 Self-Steering Autonomous Teams.......................................................................................................... 31
2 Team Learning ....................................................................................................................................... 32
2.1 Humble Inquiry – Schein ........................................................................................................................ 32
2.2 Framing: Learning Frame vs. Performance Frame ................................................................................ 33
4-step model of successful technology implementation .............................................................................. 33
3 Psychological safety .............................................................................................................................. 34
3.1 Findings: new model for team learning - Edmondson ........................................................................... 34
3.1.1 Antecendent Conditions ................................................................................................................ 34
3.1.2 Team Beliefs .................................................................................................................................. 34
3.1.3 Team learning behaviour............................................................................................................... 35
3.1.4 Outcomes ...................................................................................................................................... 35
3.2 Concept of Psychological Safety ............................................................................................................ 35
3.2.1 Minimizing Risk: The Cognitive Calculus........................................................................................ 35
3.2.2 Effects of Hierarchy/status on Psychological Safety...................................................................... 36
Organisational learning: Model I & II............................................................................................................. 37
Recap: Lewin’s Sensitivity Training................................................................................................................ 37
From Group to Organisation ......................................................................................................................... 38
1 Exercise 1: The executive mind: X-Y case .............................................................................................. 38
1.1 Case: conversation between X & Y ........................................................................................................ 38
1.2 Reflection Questions & Results X-Y case ................................................................................................ 39
2 Argyris’ action theory ............................................................................................................................ 40
3 Two Types/Models of ‘Theories-in-use’ ................................................................................................. 40
2
,MBA ’23-’24 Prof. S. Grieten
3.1 Model I .................................................................................................................................................. 40
3.1.1 Defensive Routines and Model I.................................................................................................... 42
3.2 Model II ................................................................................................................................................. 43
How to apply Left- and righthand column case (See next) ........................................................................... 43
4 Exercise 2: Left and righthand column: Bert-case ................................................................................... 44
5 SPEAKING OF ‘ORGANIZATIONAL LEARNING’ ........................................................................................ 45
CRITICAL COMMENTS .................................................................................................................................... 45
Schein on Argyris ........................................................................................................................................... 45
Peter Senge & the learning organization ...................................................................................................... 46
6 Empirical evidence in Care & Consult ..................................................................................................... 46
Helping, process consultation & dialogue...................................................................................................... 47
3 forms of helping ......................................................................................................................................... 47
From Lewin to Argyris to Schein.................................................................................................................... 47
1 Helping relationship & Process consultation .......................................................................................... 48
1.1 Expert-model (telling and selling) → CONTENT ..................................................................................... 49
Assumptions of the expert model ................................................................................................................. 49
1.2 Doctor-patient model → CONTENT ....................................................................................................... 49
Assumptions of the doctor patient model .................................................................................................... 49
1.3 Proces consultation model → PROCESS ................................................................................................. 50
Assumptions of the PC-model ....................................................................................................................... 50
1.4 Status equilibrium & “helping” .............................................................................................................. 51
How to create status equilibrium? ................................................................................................................ 52
1.5 Forms of (humble) inquiry ..................................................................................................................... 52
Example in consultancy ................................................................................................................................. 53
Examples in teams......................................................................................................................................... 53
1.6 Ten principles of process consultation ................................................................................................... 53
1.7 Empirical evidence from case Care ........................................................................................................ 54
2 Dialogue ................................................................................................................................................ 55
2.1 Context of today’s organisations ........................................................................................................... 55
Why do we have so many problems understanding each other? ................................................................. 55
Schein’s solution............................................................................................................................................ 56
Helpful concepts to facilitate dialogue.......................................................................................................... 57
3 Sensitivity training VS. Dialogue (Lewin vS. Schein) .............................................................................. 58
3.1 Schein about ‘Feedback’ ........................................................................................................................ 58
4 Interview with Schein ............................................................................................................................ 58
Action research & psychological ownership .................................................................................................. 59
From Schein to Action Research ................................................................................................................... 59
1.2 Action research (Lewin) & change ......................................................................................................... 60
2 Action research and ownership in Care & Consult: a scholar-practitioner perspective ........................... 61
2.1 Stimulating organizational learning ...................................................................................................... 61
2.1.1 Cont(r)acting with client organization ........................................................................................... 62
2.1.2 Formation of a co-inquiry group ................................................................................................... 62
2.1.3 Organization-wide annunciation and in-depth conversations with all stakeholders .................... 63
2.1.4 feedback of the interview results to co-inquiry group .................................................................. 63
2.1.5 co-creating a learning report ......................................................................................................... 63
2.1.6 Translation into evaluation report and organizationwide dissemination (several meetings) ....... 64
2.1.7 Dynamic use of reports ................................................................................................................. 64
Overview of the 6 steps (in Stimulating the learning) ................................................................................... 65
2.2 Reframing results for theory building .................................................................................................... 65
2.2.1 ‘Theory building’ from the case study ........................................................................................... 65
2.3 Stimulating cooperative learning between scholars, consultants and managers ................................. 68
3 In-depth comparative case study ........................................................................................................... 68
3.1 Observing the change process of CARE ................................................................................................. 68
3.2 Observing the change process of Consult .............................................................................................. 69
3.3 Main conclusion from participant observation ..................................................................................... 69
3.4 Importance of Context ........................................................................................................................... 70
1 Discovery of AI ...................................................................................................................................... 73
2 Problem Solving .................................................................................................................................... 74
2.1 Possible consequences of problem solving ............................................................................................ 74
2.2 Comparison of Problem Solving VS. Appreciative Inquiry (PS VS. AI) .................................................... 74
2.3 The 4 D’s of Appreciative Inquiry ........................................................................................................... 75
2.3.1 Sarah Lewis about the role of AI in Change Management ............................................................ 75
3 Five principles of AI - Cooperrider.......................................................................................................... 76
5 Start of AI process: affirmative topic choice........................................................................................... 78
5.1 Crafting the Question ............................................................................................................................ 78
5.2 Small (people) management interventions ........................................................................................... 78
6 CASE: Stebo: AI & talent coaching.......................................................................................................... 79
7 CASE CarE: AI on organization level ....................................................................................................... 80
One day AI-meeting – whole organisation together ..................................................................................... 81
7.1.1 Lessons Learnt from the Experience ............................................................................................. 81
1 The AI Summit ....................................................................................................................................... 82
1.1 AI Summit (a large group intervention) ................................................................................................. 83
4
,MBA ’23-’24 Prof. S. Grieten
Pro’s en cons (Eeckhout Et al. 2000) ............................................................................................................. 83
Conditions For Success .................................................................................................................................. 84
Context .......................................................................................................................................................... 84
1.2 Three Dilemmas (Bunker & Alban, 1997) .............................................................................................. 84
1.3 Other Cases ........................................................................................................................................... 85
1.4 Critical Comments on AI-Summits ......................................................................................................... 85
1.5 Empirical evidence from Care ................................................................................................................ 85
1.6 Interview with Cooperrider & Fry .......................................................................................................... 86
1. Rapid trust ............................................................................................................................................. 86
2. From Kotter to a non-deficit ‘positive’ change theory .......................................................................... 86
3. From Positivity to Generativity.............................................................................................................. 86
4. From Dialogue to Design ....................................................................................................................... 87
2 Intergroup Assignment: ‘win as much as you can’.................................................................................. 87
Case: safety campaign in organisation .......................................................................................................... 88
Styles of Conflict Handling............................................................................................................................. 90
2.1 Interorganisational cooperation............................................................................................................ 90
3 Case Volvo Cars Ghent (VCG) ................................................................................................................. 91
ORGANISATIONAL DEVELOPMENT & CHANGE
Learning Objectives
• Taking a “relational” perspective towards improving and changing teams and organizations
• Relevant for leaders, consultants, co-workers to co-create a better future for their organization and society
9 parts, each week one part will be covered
1. Introduction & types of change (Boonstra) ASSIGNMENT
2. Change theories & a relational perspective
3. Organisation culture & introduction case study ASSIGNMENT
4. Experiential learning (Kolb, Lewin) & team learning (Edmondson) ASSIGNMENT
5. Argyris’ organizational learning: model I and II
6. Schein’s vision on helping relationships and process consultation ASSIGNMENT
7. Action research and psychological ownership
8. Appreciative Inquiry
9. Interorganisational learning ASSIGNMENT
Evaluation
Written Exam (2h) -> 60%
• Based on the lectures, videos, concepts & cases
• Verhoogde seizuur!! (12/20 = 10/20)
• MCQ
• Open questions
Group Works (5 assignments in 1 paper**) -> 40%
• Working together in a team, exercises, cases, reflections…
• Autonomous team, with its own responsibility and way of working
• Agree on learning goals
• Teams should be as diverse as possible
• Experiment and alternate with team roles:
o Moderator / facilitator
o Timekeeper
o Process/procedure-keeper
o Devil’s advocate (to avoid groupthink)
o Reporter
**Paper: Be as concrete as possible!
Layout => 12pt Calibri / Line spacing 1,15
Delivery by email and physical in the mailbox at Serclaes
6
,MBA ’23-’24 Prof. S. Grieten
INTRODUCTION & TYPES OF CHANGE
1 INTRODUCTION TO THE FIELD
Focus: Organizational Psychology (= applied part of psychology)
= Study of mind and behaviour in teams and organisations
Psychology is the science of mind and behaviour:
• Branches of research: experimental, biological, cognitive, lifespan developmental, personality, social
• Also applied research: clinical, industrial/organizational, school and educational, human factors, health,
neuropsychology, cross-cultural
ORGANIZATIONAL BEHAVIOR – 3 LEVELS
A. Individual level
o Personality, perception, expectations, feelings, motivation, stress, burnout, well-being
o Knowledge and skills
B. Group level (Edmondson)
o Communication, trust, problem-solving, decision-making
o Leadership, group effectiveness
C. Organization and System level The arrows are crucial!
You can’t study change without the
o Structure & Culture
group or individual component.
o Inter-organization cooperation/competition/CSR Neither can you study the individual
o Organizational learning, OD, Change management features separate from the organisation.
COURSE GOALS
• Understanding relationships – who & how
• Understanding, applying and comparing Theories, concepts & methods
• Best practices, contextual features
• Correct interpretation of research results
• Constructive teamwork
• Developing skills for empathy and self-reflection
• Dealing with ambiguous situations
• Presenting & discussing in group
ORGANIZATIONS TODAY
We live in a VUCA world…
(Nathan Bennett & G. James Lemoine – Paper)
Volatility and uncertainty because of continuous changes
(extern and intern)
Complexity and ambiguity because many stakeholders
are (or want to be) involved
7
,MBA ’23-’24 Prof. S. Grieten
ORGANISATIONAL LEARNING
Learning isn’t something strictly individual.
Also, groups, organization, systems can “learn”:
= acquire something that lifts them up to a higher level, that questions assumptions, that makes people grow
together.
In organisations today, learning is the biggest competitive advantage!
Change can have a negative impact.
Development is always positive, as you are working your way through existing processes.
EXAMPLES OF ORGANIZATIONAL ‘CHANGE’
• M&A difficulties: Different company cultures, processes and ways of working
National cultural differences
• ‘New way of working’: 4 components: 1. Independent of Time and place
2. Steering on results
3. Free access of knowledge and information
4. Flexible working relations
• Restructuring & Reorganisation
• Culture change
o From specialised -> collective
o From traditional -> innovative
E.g.: - Development from Ehsal to KU Leuven campus Brussels
- Merger of high schools in Leuven (Board decision without involvement of others)
70%
= Failure of changes and developments, most managers blame ‘circumstances’ of ‘individual features’ and not
the process of change itself => Need for better change management*!
The studies agree that it’s not about the ‘what’ of the change, but the ‘how’ of the change.
è This requires a new focus: what really works during change under which circumstances and why?
è It is all about the way/process change is produced together.
*Change management through quality of interactions and relation-building
Reasons mostly attributed to low success ratio:
• Unclear policy
• Hierarchical structure
• People want to keep power
• People are change-resistant, want to keep their identity
• Existing culture impedes change
8
, MBA ’23-’24 Prof. S. Grieten
2.1 THREE TYPES OF CHANGE / LEARNING - VIEWPOINT OF BOONSTRA
Several authors (Boonstra, Argyris, Cummings & Worley)
• So many change processes fail because the dominant change approach doesn’t fit in today’s dynamic
and ambiguous environment (Boonstra)
First order change NO REFLECTION
• Stable and predictable situations
• Technical/instrumental problems are solved in an existing context
• Logical adjustments without changing values/culture
Second order change REFLECTION
• Problems are complex, several perspectives on problems/solutions
• Replacing current values and assumptions by new ones
• Transition from A to B is needed, there are ideas how B should look
Third order change context REFLECTION-ON-REFLECTION
• Turbulent, complex, ambiguous situations
• New forms of organizing towards unknown new situation
• Multiple actors and organisations work together
Argyris: Single Loop (1st order change) & Double Loop Learning (2nd / 3rd order change)
-> See Chapter 5: Organisational learning: Model I & II
APPROACH 1. ‘PLANNED CHANGE APPROACH’
Example: new software, flexible office design
“IMPROVING” = metaphor of remodelling a house
• Organisation as adaptive to market demands, ‘economic’ model
• Top-down steering, managers using power or persuasion
• Consultants are knowledge experts
• Single linear process within a culture/structure that stays the same
• Structured, uniform, ‘techniques’
• 80% of all change processes follow the planned change approach
ð while 70% of all change efforts fail!!!?
• Result = cascade of change attempts
ð Confusion and insecurity
ð Unclear direction
ð Loss of motivation
Co-workers show behaviour which management calls: “resistance to change”
Planned change approach is used much too often!
Which leads to failure of the change process… and/or new change processes…
9
The benefits of buying summaries with Stuvia:
Guaranteed quality through customer reviews
Stuvia customers have reviewed more than 700,000 summaries. This how you know that you are buying the best documents.
Quick and easy check-out
You can quickly pay through credit card or Stuvia-credit for the summaries. There is no membership needed.
Focus on what matters
Your fellow students write the study notes themselves, which is why the documents are always reliable and up-to-date. This ensures you quickly get to the core!
Frequently asked questions
What do I get when I buy this document?
You get a PDF, available immediately after your purchase. The purchased document is accessible anytime, anywhere and indefinitely through your profile.
Satisfaction guarantee: how does it work?
Our satisfaction guarantee ensures that you always find a study document that suits you well. You fill out a form, and our customer service team takes care of the rest.
Who am I buying these notes from?
Stuvia is a marketplace, so you are not buying this document from us, but from seller CharlotteDK. Stuvia facilitates payment to the seller.
Will I be stuck with a subscription?
No, you only buy these notes for $11.25. You're not tied to anything after your purchase.
